Assessment

Grade 2
McGraw-Hill
Reading
Assessment Assessment
Assessment
Assessing the Common Core Assessing the Common Core
State Standards State Standards
www.mheonline.com/readingwonderworks
2
Grade 2
Assessment
Assessing the Common Core
State Standards
Bothell, WA • Chicago, IL • Columbus, OH • New York, NY

Cover: Nathan Love
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TABLE OF CONTENTS
Teacher Introduction................................................................................................................. v
Weekly Assessment
Unit 1 Unit 4
Week 1 Assessment ..........................10 Week 1 Assessment ..........................40
Unit 2 Unit 5
Unit 3 Unit 6
Mid-Unit Assessment
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Unit 1 Assessment ............................72 Unit 4 Assessment .............................96

Unit 2 Assessment ............................80 Unit 5 Assessment ......................... 104
Unit 3 Assessment ............................88 Unit 6 Assessment .......................... 112
Unit Assessment
Unit 1 Assessment ..........................122 Unit 4 Assessment .......................... 149
Exit Assessment
iii
TABLE OF CONTENTS
Oral Reading Fluency Assessment
Units 1–2 ............................................234 Units 3–4 ............................................ 250
Units 5–6.............................................266
Scoring Sheets
Weekly Assessment ........................283 Unit Assessment ............................. 286
Mid-Unit Assessment .....................285 Exit Assessment............................... 287
Answer Keys
Weekly Assessment ........................288 Unit Assessment ............................. 309
Mid-Unit Assessment .....................303 Exit Assessment............................... 315
iv
Assessment
The Assessment BLM is an integral part of the complete assessment program aligned
with the Common Core State Standards (CCSS) and the core reading and intervention
curriculums of McGraw-Hill Reading WonderWorks and McGraw-Hill Reading Wonders.
Purpose of Assessment
The instruction in McGraw-Hill Reading WonderWorks is parallel to the instruction in
McGraw-Hill Reading Wonders. Results in Assessment provide a picture of achievement
within McGraw-Hill Reading WonderWorks and a signal as to whether children can
successfully transition back to Approaching Level reading instruction.
Assessment offers the opportunity to monitor progress in a steady and structured manner
while providing formative assessment data.
As children complete each week of the intervention program, they will be assessed on their
understanding of weekly vocabulary words and their ability to access and comprehend
complex literary and informational selections using text evidence.
At the key 3-week and 6-week reporting junctures, assessments measure understanding
of previously-taught vocabulary words and comprehension skills and provide evidence of
progress through the curriculum. If children evidence a level of mastery at the end of a unit,
an assessment to exit out of McGraw-Hill Reading WonderWorks and into the Approaching
Level instruction of McGraw-Hill Reading Wonders is available.
Throughout the unit, oral reading fluency passages are available to measure the ability to
read connected text fluently, accurately, and with a measure of prosody. The results of the
assessments that comprise Assessment can be used to inform subsequent instruction and
assist with grouping and leveling designations.
Components of Assessment
Assessment features the following tests:
• Weekly Assessment
• Mid-Unit Assessment
• Unit Assessment
• Exit Assessment
• Oral Reading Fluency Assessment
Assessment focuses on key areas of English Language Arts as identified by the CCSS—
Reading, Language, and Fluency. To assess Reading and Language proficiency, children
read selections and respond to items focusing on comprehension skills, vocabulary words,
literary elements, and text structures/features. These items assess the ability to access
meaning from the text and demonstrate understanding of words and phrases. To assess
Fluency, children read passages for one minute to measure their words correct per minute
(WCPM) and accuracy rates.
Assessment • Teacher Introduction Grade 2 v

Weekly Assessment
The Weekly Assessment features a “cold read” reading selection (informational or narrative
based on the weekly reading focus) and 5 items—three items on the weekly comprehension
skill and two items that ask children to show how context helps them identify the meaning
of a vocabulary word. (For weeks in which poetry is the featured genre, vocabulary items
are replaced by items assessing literary elements.) Children will provide text evidence to
support their answers.
Administering Weekly Assessment
Each test should be administered once the instruction for the specific week is completed.
Make a copy of the assessment and the Scoring Sheet for each child. The Scoring Sheet
allows for informal comments on responses and adds to an understanding of strengths and
weaknesses.
After each child has a copy of the assessment, provide a version of the following directions:
Say: Write your name and the date on the question pages for this assessment. (When children
are finished, continue with the directions.) You will read a selection and answer questions
about it. Read the selection and the questions that follow it carefully. Write your responses on the
lines provided. Go back to the text to underline and circle the text evidence that supports your
answers. When you have completed the assessment, put your pencil down and turn the pages
over. You may begin now.
Answer procedural questions during the assessment, but do not provide any assistance on
the items or selections. After the class has completed the assessment, ask children to verify
that their names and the date are written on the necessary pages.
Alternatively, you may choose to work through the assessment with the children. This will
provide an additional opportunity for you to observe their ability to access complex text in
a more informal group setting.
Evaluating the Weekly Assessment

Each Weekly Assessment is worth 10 points, with each item worth 2 points. Use the scoring
rubric below to assign a point total per item. A Weekly Answer Key is provided to help
with scoring. Children’s results should provide a clear picture of their understanding of
the weekly comprehension skill and the weekly vocabulary words. Reteach tested skills if
assessment results point to a clear deficiency.
Weekly Assessment Scoring Rubric

Score Description
2 Clear and reasonable response that is supported by text evidence
1 Reasonable but vague response that is somewhat connected to text evidence
0 Does not respond to the question
Evidence may be specific words from the text or a paraphrase.
vi Grade 2 Assessment • Teacher Introduction

Mid-Unit Assessment
The Mid-Unit Assessment presents a snapshot of children’s understanding at the key 3-week
instructional interval. This test features two “cold read” reading selections and 10 selected
response items—seven items on the featured comprehension skills in Weeks 1–3 and
three items that ask children to show how context helps them identify the meaning of a
vocabulary word.
Administering Mid-Unit Assessment
Each test should be administered at the end of Week 3 instruction. Make a copy of the
assessment and the Scoring Sheet for each child.
After each child has a copy of the assessment, provide a version of the following directions:
Say: Write your name and the date on the question pages for this assessment. (When children
are finished, continue with the directions.) You will read two selections and answer questions
about them. Read the selections and the questions that follow them carefully. Choose the correct
answer to each question and completely fill in the bubble next to it. When you have completed
the assessment, put your pencil down and turn the pages over. You may begin now.
NOTE: The directions above can be used when children take the Unit and Exit Assessments.
Evaluating the Mid-Unit Assessment
Each Mid-Unit Assessment is worth 10 points, with each item worth 1 point. An Answer Key
is provided to help with scoring. Note success or difficulty with specific skills. Use this data to
determine the instructional focus going forward. Reteach tested skills for children who score
5 points or less on the comprehension items and 2 points or less on the vocabulary items.
Unit and Exit Assessment
The Unit Assessment tests mastery of the key instructional content featured in the unit. This
test features two “cold read” reading selections (one narrative text and one informational
text) and 15 selected response items—ten items on the unit’s comprehension skills and
five items that ask children to show how context helps them identify the meaning of a
vocabulary word.
The Exit Assessment is a “parallel” test to the Unit Assessment. It assesses the same skills and
pool of vocabulary words using the same format. The key differentiator between the tests
is the higher level of text complexity featured in the reading selections, a level more in line
with the rigor found in Approaching Level McGraw-Hill Reading Wonders materials.
Assessment • Teacher Introduction Grade 2 vii

Moving from Unit to Exit Assessment
Administer the Unit Assessment to ALL children at the close of unit instruction. Make a
copy of the assessment and the Scoring Sheet for each child. Each Unit Assessment is worth
15 points, with each item worth 1 point. An Answer Key is provided to help with scoring.
If children score 13 or higher on the Unit Assessment, administer the Exit Assessment. The
Exit Assessment is ONLY for those children who reach this Unit Assessment benchmark.
Oral Reading Fluency Assessment
Fluency passages are included to help assess the level at which children have progressed
beyond decoding into comprehension. When readers can read the words in connected
text automatically, they are free to focus on using the critical thinking skills essential to
constructing meaning from complex text.
24 fiction and nonfiction passages are included to help you assess fluency. The passages are
set in three Unit/Lexile bands—the first set of eight is for Units 1 and 2, the next set of eight
is for Units 3 and 4, and the final set of eight is for Units 5 and 6.
See pages 6 and 7 of Fluency Assessment for directions on administering and scoring oral
reading fluency passages and for the unit-specific benchmark WCPM scores.
Transitioning into McGraw-Hill Reading Wonders Instruction
Moving children into Approaching Level McGraw-Hill Reading Wonders instruction at the
completion of a unit should be guided by assessment data, performance during the unit
instruction, and informal observation of children’s progress.
Use the following assessment criteria to help judge readiness for Approaching Level
designation and materials:
• Unit Assessment score of 13 or higher
• Ability to comprehend and analyze the Level Up Approaching Leveled Reader

• Score of 3 or higher on Level Up Write About Reading assignment
• Mastery of the unit benchmark skills in the Foundational Skills Kit and Reading Wonders
Adaptive Learning
• WCPM score and accuracy rate that meet or exceed the unit goals
• Exit Assessment score of 13 or higher
viii Grade 2 Assessment • Teacher Introduction

Weekly
Assessment
UNIT 1
WEEK 1 Name: Date:
Read “Get Well, Sam!” before you answer

Numbers 1 through 5.
Get Well, Sam!

One day Sam the snake is sick.
Fred the frog visits Sam.
Sam is happy to see Fred.
Fred is Sam’s friend.
Fred has an idea.
He can make a card for Sam!
All the animals write on the card.
Fred takes the card to Sam.
Sam feels happy!

Sam can always depend on Fred.
If Sam needs him, Fred is there.
Sam feels great the next day.
He is perfectly well!
Sam visits Fred.
He thanks Fred for the card.
GO ON
10 Grade 2 Weekly Assessment • Unit 1, Week 1
Name: Date:
Use “Get Well, Sam!” to answer Numbers 1

through 5.
1 Why does Fred visit Sam?
Circle the words that tell you.
2 What can Fred make for Sam?
Circle the words that tell you.
3 Why can Sam always depend on Fred?
Underline the sentence that tells you.
4 What is another way to say perfectly well?
Draw a box around your answer.

5 What does Sam do at the END of the story?
Circle the sentence that tells you.
Weekly Assessment • Unit 1, Week 1 Grade 2 11

UNIT 1
WEEK 2 Name: Date:
Read “Rick’s Trip” before you answer Numbers 1

through 5.
Rick’s Trip
Rick gets a letter.
The letter is from Gran.
Gran lives in Italy.
Rick wants to visit Gran.
Mom and Rick fly on a plane.
Then they ride a train to Gran’s house.
Rick hears people talk.
They speak a different language.
They use words Rick does not know.

Rick and Mom visit for a week.
Rick learns about Italy’s culture.
He tries new food.
Gran shows him art.
Then they say goodbye to Gran.
It is time to fly home.
GO ON
Name: Date:
Use “Rick’s Trip” to answer Numbers 1 through 5.
1 Where does Gran live?
2 How do Rick and Mom get to Gran’s house?
Draw a box around the sentences that tell.
3 Rick does not understand the words he hears.
Circle the words that tell you why.
4 How does Rick learn about the culture?
Underline the sentences that tell you.

5 How long do Rick and Mom visit Gran?

UNIT 1
WEEK 3 Name: Date:
Read “The Lost Cat” before you answer

The Lost Cat

Jen and Mom go to the park.
They have a picnic.
Jen sees a cat.
The cat looks lost.
Mom calls to the cat.
The cat looks hard at Mom.
The cat stares at Jen, too.
Jen puts milk in a bowl.
She puts the bowl down.

The cat drinks.
Jen asks, “Can we keep him?”
Mom says it is proper, or right, to take him home.
Mom reads the tag on the cat’s collar.
Her name is Pip.
Pip lives near the park.
Jen and Mom take Pip home.
Now Jen wants a cat!
GO ON
Name: Date:
Use “The Lost Cat” to answer Numbers 1

through 5.
1 Where do Jen and Mom have a picnic?
Draw a box around the words that tell you.
2 What does stares mean?
Underline the words that give you a clue.
3 What does the cat drink?
4 What word means the SAME as proper?

Underline the word in the story.
5 What does Jen want at the END of the story?
Draw a box around the answer.

UNIT 1
WEEK 4 Name: Date:
Read “Mike and the Apes” before you answer

Mike and the Apes

Mike works at the zoo.
He takes care of five apes.
He looks after them.
The apes roam around a big field.
They walk as much as they want.
They like to swing from ropes.
Mike makes sure the ropes are strong.
This keeps the apes safe.
Mike feeds the apes lots of plants.

He gives them water to drink.
Mike cleans the Ape House.
That is where the apes live.
Kids like to visit the zoo.
Mike tells them about the apes.
Mike likes his job.
GO ON
Name: Date:
Use “Mike and the Apes” to answer Numbers 1

through 5.
1 Where does Mike work?
2 What does care mean?
3 What does roam mean?
Circle the word that gives you a clue.
4 What do apes eat?

5 Who likes to visit the zoo?

UNIT 1
WEEK 5 Name: Date:
Read “Food in the Family” before you answer

Food in the Family

Mel and Em are sisters.
They grew up on a farm.
Their dad grows corn.
It is hard work.
The family has a shop, too.
Everyone has jobs at the shop.
Mom makes the food.
She makes pies with fresh fruit.
Mom taught the girls how to bake pies.

Em and Mel grew up. They moved to the city.
They baked pies at home.
Now the girls have a pie store.
They sell fresh fruit pies.
They sell pies to people in the store.
Customers love to buy their pies.
Mom and Dad are proud of Em and Mel.
GO ON
Name: Date:
Use “Food in the Family” to answer Numbers 1

through 5.
1 What does Dad grow?
2 Underline the jobs Mom does at the shop.
3 Who taught Mel and Em how to bake pies?
4 What do the sisters have now?

5 Who are customers?
Underline the words that tell you.

UNIT 2
WEEK 1 Name: Date:
Read “A Class Trip” before you answer

A Class Trip
Tim has a class trip. His class visits a pond.
Beavers live in the pond. The class looks for them.
They see a tree stump. It has marks from teeth.
“A beaver chewed it,” the teacher says.
Beavers adapt, or adjust, to their environment.

Beavers have long teeth. Their teeth do not stop
growing. Their teeth can chop wood. They use
wood to build homes.
The class sees a pile of logs. It is in the middle of

the pond. It is a beaver’s house!
Two beavers swim by. They have wide, flat tails. The
tails help them swim. This is an adaptation, too.
The class leaves the pond. Tim feels eager to go

back to school. He looks forward to writing a report
about beavers!
GO ON
Name: Date:
Use “A Class Trip” to answer Numbers 1

through 5.
1 Where does Tim’s class go for their class trip?
Draw a box around the sentence that

tells you.
2 Underline the word that means the SAME

as adapt.
3 What can beavers do with their teeth?
4 What does eager mean?

5 What does Tim want to do after the trip?

UNIT 2
WEEK 2 Name: Date:
Read “Bear and Turtle” before you answer

Bear and Turtle

Bear sat on a rock. He was eating berries. Bear
wanted a friend to visit him.
Turtle walked by Bear. Turtle had lots of food.
Bear asked Turtle to talk to him. But Turtle was too

busy. Turtle was worried about winter. He did not
think he had enough food.
Turtle said it would snow soon. Bear did not

believe him. He did not think Turtle was telling
the truth.

That night there was a snow storm. Snow covered
the trees and rocks. Bear could not find food. He
looked near his cave. He looked all over the woods.
He could not find any food.
Turtle knew that Bear had no food. He gave Bear

some food to eat. Bear thanked Turtle.
Bear learned something important. The lesson was

that he must prepare for winter.
GO ON
Name: Date:
Use “Bear and Turtle” to answer Numbers 1

through 5.
1 What problem does Bear have AFTER the

snow storm?

tells you.
2 What does believe mean?
3 What steps does Bear take to solve his

problem?

tells you.
4 How does Turtle help solve Bear’s problem?
5 What lesson does Bear learn?

UNIT 2
WEEK 3 Name: Date:
Read “Life in a Bay” before you answer

Life in a Bay
I live near a bay. A bay forms where a river meets
the sea. Salt water and fresh water mix.
I stop at the bay after school. Today I see lots of

plants. Bay soil is good for plants. The plants’ roots
are buried, or covered, by mud.
A Good Place for Animals

I also see lots of different animals. Many animals
live in this habitat. It is a place where animals can
survive. Some animals come from rivers. Others

come from the sea.
I see many fish today. Small fish like the calm

water. Larger salmon also lay eggs here. The eggs
stay safe. Then they move to the sea.
Some birds eat the plants in a bay. Others eat the

fish. I see herons standing in the water. They are
hunting fish. I could stay here all day!
GO ON
Name: Date:
Use “Life in a Bay” to answer Numbers 1

through 5.
1 What is this article about?
2 Underline the word that means the SAME

as buried.
3 What does habitat mean?
4 What do small fish like about a bay?

5 Draw a box around the words that tell you

what herons eat in the bay.

UNIT 2
WEEK 4 Name: Date:
Read “Zebras” before you answer Numbers 1

through 5.
Zebras
Zebras live in Africa. They live in the wild. Their
offspring, or children, are called foals. Zebras look
a lot like horses.
A mother zebra is an adult. It is fully grown. It has

one foal. The mother keeps other zebras away
from her foal. The foal learns who its mother is.
A foal stays with its mother. The mother shows the

foal how to find food. Zebras eat grasses.
Zebras have stripes. The

stripes are black and white.
Foals have stripes, too. But
their stripes are not black
and white. Stripes help
zebras hide. They hide in
the tall grass.
A foal grows up in a few years.

Then it is an adult zebra.
GO ON
Name: Date:
Use “Zebras” to answer Numbers 1 through 5.
2 Underline the word that means about the

SAME as offspring.
3 Underline the clues that help you know what

adult means.
4 What do zebras eat?
Draw a box around the word that tells you.

5 Look at the diagram. What are a zebra’s feet

called?
Circle the label that tells you.

UNIT 2
WEEK 5 Name: Date:
Read the poem “Pat’s Puppy” before you answer

Pat’s Puppy
One fine day Pat got a pet.
It was his very best gift yet.
She was a puppy, small and sweet,
With soft brown fur and tiny feet.
Pat heard his pup’s unhappy cries,
He saw her deep and sad brown eyes.

But when she saw Pat’s friendly face,
Her little tail began to race.
Pat smiled, and then he picked her up,
Which made her quite a happy pup!
GO ON
Name: Date:
Use “Pat’s Puppy” to answer Numbers 1

through 5.
1 What color is Pat’s puppy?
Draw a box around the word that tells you.
2 Underline the word that rhymes with “eyes.”
3 Circle the words that tell you what Pat’s

puppy saw.
4 “Her little tail began to race.” How many

beats are in this line?
5 What does Pat do to make his puppy happy?

UNIT 3
WEEK 1 Name: Date:
Read “This Is Friction!” before you answer

This Is Friction!
You kick a ball. How far will it roll? When will it
stop? It depends. If it lands on rough grass, it will
stop soon. If it lands on a smooth playground, it
will keep rolling.
Friction will stop the ball. Friction is a force. A

force is a push or a pull.
Friction happens when two objects, or things, rub

together. Rough surfaces have more friction than
smooth surfaces. Sand is rough. Ice is smooth. Sand
has more friction than ice. It is hard to push a sled

on sand. It is easy to push a sled on ice.
Why is it easy to slip on a wet floor? Water makes

the floor very smooth. There is not much friction.
GO ON
Name: Date:
Use “This Is Friction!” to answer Numbers 1

through 5.
1 You kick a ball. What stops the ball?
2 Underline the sentence that explains what

force means.
3 Circle the word that means the SAME

as objects.
4 What does the author want you to know

about rough and smooth surfaces?
Draw a box around the sentence that tells you.

5 Look back at the text and the diagram. What

is the author’s purpose for writing this
selection?

UNIT 3
WEEK 2 Name: Date:
Read “The Rainbow” before you answer

The Rainbow
Bob and Dave were in their cabin at camp getting
ready for their first soccer match. Suddenly the
boys heard a crack of thunder. They ran to the
cabin window.
“I don’t like this,” Bob grumbled. He

sounded unhappy.
“It will stop soon,” Dave said. “Then we

can play.”
The rain did not stop. The boys ran outside at

game time. But they knew the match would be
called off. The soccer field was filled with mud.
Then the boys walked slowly back to their cabin. As

they walked, the rain stopped. Dave saw a huge
rainbow in the sky.
“Look up!” Dave said. “It’s amazing!”
Pleased and delighted, they observed a

bright rainbow. The boys were able to see every
band of color. Then they raced each other back to
the cabin.
GO ON
Name: Date:
Use “Rainbow” to answer Numbers 1 through 5.
1 Where are Bob and Dave in the BEGINNING

of the story?
2 Underline the words that help you understand

what grumbled means.
3 The boys see the field filled with mud.

what they do next.
4 Why does Dave tell Bob to look up?


SAME as delighted.

UNIT 3
WEEK 3 Name: Date:
Read “Community Gardens” before you answer

Community Gardens
Cara and Leo help start community gardens. They
hold meetings for people who want to help. Cara
and Leo listen to people’s ideas. Then, they share
their thoughts. Gardens make a city look nice. They
help bring people together.
One problem is finding a place for the garden. A

solution is to use land owned by the city. When
they solve the problem, work begins. People
volunteer to help. They start by clearing the land.
They pull weeds and remove trash. This is good

exercise. They learn how to grow food. They meet
new people.
Some people want to plant fruits and vegetables.

People save money when they grow their own food.
They also learn how to eat better. Extra food can
be sold at the farmers’ market. The money helps
the community. It helps Cara and Leo start more
gardens. Community gardens make a city better!
GO ON
Name: Date:
Use “Community Gardens” to answer Numbers 1

through 5.
1 What do Cara and Leo help start?
2 What does ideas mean?
Underline the word that gives you a clue.
3 What does solution mean?
4 What do people learn when they grow their

own food?
5 What is the author’s purpose for writing

“Community Gardens”?

UNIT 3
WEEK 4 Name: Date:
Read “Blizzards” before you answer Numbers

1 through 5.
Blizzards
Winter weather can cause problems. Schools and
businesses may have to close. Snow may block
the roads.
More Than a Snowstorm

A blizzard is a big snowstorm with harsh, or rough,
winds. A lot of snow falls in a short time. A blizzard
can be dangerous, or cause harm. Trees can fall.
Power lines can be knocked down.
The Northeastern United States is known for

blizzards. They are called “Nor’easters.” They can
last for more than a day.
Be Prepared!
How can you stay safe during a blizzard? First,
listen to the news. If you hear a blizzard is coming,
be ready. Buy canned food and bottled water. Get
a first-aid kit. Make sure your flashlights work. Then
stay inside. It is easier to stay safe when you are
prepared!
GO ON
Name: Date:
Use “Blizzards” to answer Numbers 1 through 5.
1 What is this article mainly about?

SAME as harsh.
3 What does dangerous mean?
Circle the words that give you a clue.
4 How long can a “Nor’easter” last?

5 What is easier to do when you are prepared?

UNIT 3
WEEK 5 Name: Date:
Read “The Dance Teacher” before you answer

The Dance Teacher

Marcia Dale Weary is a dancer. She also is a
teacher. In 1955 she opened a ballet school.
She likes to teach children. She teaches them to
express themselves.
The students learn how to move to music. They
listen to the sounds made by instruments. They
express themselves by dancing.
Some students are only three years old. As students
learn, they begin to understand, or know, the
basics of ballet. They learn how to balance. They

learn how to spin and jump.
Marcia thinks children who
dance understand how to
work hard. “They have a
goal they want to reach,”
she says. “They want to
dance. It makes me
happy.”
GO ON
Name: Date:
Use “The Dance Teacher” to answer Numbers 1

through 5.
1 What did Marcia Dale Weary do in 1955?
2 Underline the words that tell you what

music means.
3 Look at the graph. How many students at the

school are 7–10 years old?
Circle the answer on the graph.

SAME as understand.
5 What is the MAIN idea of the article?

UNIT 4
WEEK 1 Name: Date:
Read “Niagara Falls” before you answer

Niagara Falls
Waterfalls are powerful. Water drops from very
high. It lands in a river below.
Three Waterfalls, Two Places

Niagara Falls is located where New York meets
Canada. Three beautiful waterfalls are there.
The biggest waterfall is in Canada. Water drops

down more than 100 feet. It is called Horseshoe
Falls because of its shape. It curves around like the
letter U. Bridal Veil Falls is the smallest waterfall. It

is on the New York side. So is American Falls.
Seasons at the Falls

The seasons change a lot at Niagara Falls. It is
very cold in winter. There are few visitors. But in
summer, the weather is more temperate. It is not
too hot or too cold. Summer is when most people
visit. They can ride a boat and walk through a cave
to see the falls. They get splashed by the water.
That’s part of the fun!
GO ON
Name: Date:
Use “Niagara Falls” to answer Numbers 1

through 5.
1 How is Bridal Veil Falls DIFFERENT from

Horseshoe falls?
Circle the sentence that tells you.
2 Which heading helps you find out where

Niagara Falls is located?
Circle the heading.
3 How are Bridal Veil Falls and American

Falls ALIKE?
Write your answer.

4 Underline the names of two seasons that are

being compared.
5 Draw a box around the sentence that tells

you what temperate means.

UNIT 4
WEEK 2 Name: Date:
Read “Forest Fires” before you answer

Forest Fires
Forest fires are wild fires in wooded areas. Active,
or lively, forest fires move fast. They can destroy
thousands of acres.
What Causes Forest Fires?

Fires need fuel, oxygen, and heat. In a forest, the
trees are the fuel. Oxygen is in the air. All that’s
missing is the heat. Lightning can strike a tree in
the forest. As a result, a forest fire starts. Half of all
forest fires are caused by lightning. People cause

the other half.
Effects of Forest Fires

Forest fires have negative effects. Raging fires can
destroy anything solid, or firm, in their path. Forest
fires create smog. They harm animals.
Forest fires also have positive effects. They get rid
of diseased plants. They kill harmful insects. Fires
can destroy tall trees. This lets more sunlight reach
the forest floor. Different seeds are able to grow.
GO ON
Name: Date:
Use “Forest Fires” to answer Numbers 1 through 5.

SAME as active.
2 What happens as a result of lightning striking

a tree in the forest?
Draw a box around the effect.
3 What does solid mean?
Underline the word that gives you a clue.
4 Which section of the article explains the

results of forest fires?
Circle the heading.

5 What can happen when more sunlight

reaches the forest floor?
Write your answer.

UNIT 4
WEEK 3 Name: Date:
Read “Living in Lima” before you answer

Living in Lima
My name is Pablo. I live in Lima with my family.
Lima is the capital city of Peru. Peru is in South
America. I speak Spanish.
My friend, Claire, just moved to Lima with her

family. They moved from the United States. Claire
speaks English. I am helping Claire learn Spanish. I
know many more Spanish words than she does.
Claire and I like to travel, or go from one place to

another, on our bikes. We like to ride around our
neighborhood. Claire points at things, and I tell her

the Spanish word for each thing. Later, Claire
writes the words down. Then I check her spelling.
Claire and I like to eat lunch together in the park.

She brings tomato salad. I bring potatoes filled
with beef. We want our lunches to be alike, so we
share our food. Then we buy ice cream. In Peru, ice
cream is called helado. Ice cream is our favorite
dessert. We like it better than anything!
GO ON
Name: Date:
Use “Living in Lima” to answer Numbers 1

through 5.
1 Pablo and Claire are from DIFFERENT places.
Draw a box around where Claire comes from.
2 Underline the words that mean about the

SAME as travel.
3 Why is Pablo helping Claire learn Spanish?
Write the answer.

4 Draw a box around what Claire and Pablo do

to make their lunches ALIKE.
5 Claire and Pablo buy ice cream because it is

their favorite dessert.
Underline the sentence that tells you what

favorite means.

UNIT 4
WEEK 4 Name: Date:
Read “Ant and Eagle” before you answer

Ant and Eagle

Narrator: One fine day, Ant was by the river.
Ant: I am thirsty!
(Ant tries to drink from the river and falls in.)
Ant: Help! I cannot swim!
(Ant yelled out again. Eagle hears Ant holler. She
flies down and pulls Ant from the water. Eagle
always helps a friend in need.)
Ant: Thank you, Eagle!
Eagle: You are welcome!

(Eagle flies away.)
Narrator: Later that day, Ant was in the forest.
He saw Bird Catcher sneak up behind Eagle.
Ant: Eagle helped me before. Now it is my turn.
I will dash over and help her.
(Ant runs over and tickles Bird Catcher’s leg. Bird
Catcher looks down, and Eagle flies away.)
Narrator: Ant and Eagle helped each other that
day. They have been friends ever since.
GO ON
Name: Date:
Use “Ant and Eagle” to answer Numbers 1

through 5.
1 What does holler mean?
2 Draw a box around the sentence that tells

how Eagle helps Ant.
3 Why does Ant help Eagle?
4 What does dash mean?

5 What is the lesson you learn from the story?
Write your answer.

UNIT 4
WEEK 5 Name: Date:
Read “Where I Like to Be” before you answer

Where I Like to Be
One day as I sat by a tree,
The wind blew through the branches.
It made a little song for me,
which was as sweet as honey.
One day as I sat by the sea,

The sea sang a special song.
The sea knew where I like to be.
And it played it’s sweet song for me.

One day as I sat under the sun.
I sang some special songs
Then the sun had to leave. So did I.
But I will be back tomorrow.
There’s always something fun to do

When I spend the day outside!
GO ON
Name: Date:
Use “Where I Like to Be” to answer Numbers 1

through 5.
1 In the first stanza, where does the narrator

like to be?
2 What phrase does the poet repeat three times?
Write the phrase.
3 Draw a box around a word in each stanza

that gives you a clue about where the poem
takes place.
4 Find the line in the third stanza where four

words start with the same sound.
Circle the words.
5 Draw a box around the lines that tell you

the theme of the poem.

UNIT 5
WEEK 1 Name: Date:
Read “Saturday” before you answer Numbers 1

through 5.
Saturday
I was glad it was Saturday. All week I had been
making a list of outdoor activities I wanted to do.
“This is my day,” I said to myself. “I am
definitely going to do everything on this list. That’s
a promise!”
As I was heading outside, I saw my neighbor,
Ms. Beal. She wore a big, heavy cast on her leg.
“Silas, I’m having some issues,” said Ms. Beal.
“What problems are you having?” I asked.

“I need to clean out my basement. But I can’t
get up and down the steps. Can you help me?”
This sounded like a tough job that could take a
long time. What about all my plans? Then I
remembered my mom. She always helped our
neighbors, no matter what else she had to do.
I spent the rest of the morning cleaning out
Ms. Beal’s basement. It was hard work. When I
was finished, though, I felt great! My list of
activities did not seem so important after all.
GO ON
Name: Date:
Use “Saturday” to answer Numbers 1 through 5.
1 What is Silas’s point of view at the

BEGINNING of the story?
Write the answer.
2 What promise does Silas make?
Underline the sentence that tells you.
3 What is another word for issues ?
Underline the word that tells you.

4 What is Silas’s point of view AFTER Ms. Beal

asks him to help her?
5 What is Silas’ point of view at the END of

the story?
STOP

UNIT 5
WEEK 2 Name: Date:
Read “The Class Play” before you answer

The Class Play

Ed and Amanda talk about “Beauty and the
Beast” at lunch. It is the new class play. Their class
will perform the play next month.
Amanda wants to make the costumes. She
thinks sewing will be a peaceful, quiet job.
Ed has been in plays before. He wants to try out
for the Beast. “I’m the best actor in our class,” he
tells Amanda. “I should get that part.”
Ed doesn’t get the part. “I don’t care about this
play,” he says.

“You can do other things,” Amanda says. “You
like art. Why don’t you paint the scenery?” Ed is
not sure.
Ed takes her advice. He paints the scenery with
some other students. They all cooperate, or work
together, to finish the job. Ed paints a huge castle
and a forest. His classmates clap when they see it.
“Thanks for the great idea,” he tells Amanda.
“This play was a lot of fun.”
GO ON
Name: Date:
Use “The Class Play” to answer Numbers 1

through 5.
1 Underline the word with the SAME meaning

as peaceful.
2 What is Ed’s point of view about who should

play the part of the Beast?
3 What is Ed’s point of view about the play?
4 What does cooperate mean?

5 How can you tell that Ed’s point of view

has changed about the play at the END of
the story?
Write your answer.
STOP

UNIT 5
WEEK 3 Name: Date:
Read “Sandra Day O’Connor” before you answer

Sandra Day O’Connor

Sandra Day O’Connor was the first woman to
be a judge on the Supreme Court. The Supreme
Court is the highest court in the United States.
Sandra grew up in Arizona. She went to college
in California. After college, Sandra wanted to be a
lawyer. First, she went to law school to study. She
learned many things about the law. Then, Sandra
went back to Arizona.
Next, Sandra wanted to get a job in a law firm.
But no one would hire a woman lawyer. So she

started her own law firm. Others did not think the
business would succeed, but it did very well!
Sandra was smart and worked very hard. She is
a hero for many people!
1957 1981
Lawyer Supreme Court judge
1950 1960 1970 1980 1990
1969
State senator
GO ON
Name: Date:
Use “Sandra Day O’Connor” to answer

1 What was the FIRST thing Sandra did after

college to become a lawyer?
2 Underline the sentence that tells you what

study means.
3 What did Sandra want to do AFTER she went

back to Arizona?
Write the answer.

4 What does succeed mean?
5 In what year did Sandra become a Supreme

Court judge?
Circle your answer on the time line.
STOP

UNIT 5
WEEK 4 Name: Date:
Read “Play Ball!” before you answer Numbers 1

through 5.
Play Ball!
The twins raced home with the terrible news,
carrying their new ball, bat, and gloves.
“Dad!” Jenna called as she ran up the driveway.
“Our baseball field has disappeared!”
Their father was curious and wanted to learn
more. “What do you mean it disappeared?”
“Well, the field is there,” Jason explained. “But
garbage is everywhere, and it is too dirty to use!”
“You two rarely run out of ideas,” Dad said.

“That doesn’t happen often. What can we do?”
Jenna and Jason thought for a few minutes.
“Why don’t we work together to clean it up?”
Dad thought that was an excellent suggestion.
On Saturday, the twins and their friends gathered
at the baseball field. They picked up bottles and
collected metal cans and paper.
“I’ll take this to the community center where it
can be recycled to save resources,” Dad told them.
“Let’s play ball!” Jason shouted happily.
GO ON
Name: Date:
Use “Play Ball!” to answer Numbers 1 through 5.
1 How does Jenna describe the twins’ problem?
Draw a box around Jenna’s words.
2 What words have about the SAME meaning

as curious?
Underline the words.
3 Underline the words that help you understand

what rarely means.
4 How do the twins solve their problem?
Write your answer.

5 What clue shows you that the problem has

been solved?
Draw a box around the text that tells you.
STOP

UNIT 5
WEEK 5 Name: Date:
Read “The Big Bee” before you answer

The Big Bee

There is a big spelling contest every year. It is
the National Spelling Bee. Lots of kids enter the big
bee. Only one can win.
The bee has many rules. They tell what is
allowed. Kids have to follow the rules. If they do
not, they cannot be in the contest.
One rule is that kids must be in Grade 8 or
below. Here is another rule. Kids have to win local
spelling bees before they can be in the big bee.
Early in the bee, each word is worth one point.

Later, each word is worth three points. The kids
with the most points are the best spellers.
Finally, after a few days, the 50 best spellers
meet. The one who spells the most words right
wins the big bee. It pays to be a good speller. One
year, the winner got $30,000!
If you… Then you…

Are in Grade 9 Cannot enter
Spell a word wrong Cannot win
GO ON
Name: Date:
Use “The Big Bee” to answer Numbers 1

through 5.
1 What are rules ?
2 What happens if kids do NOT follow the rules

of the National Spelling Bee?
Draw a box around the effect.
3 Underline the words that give you a clue

about what finally means in this article.
4 What causes someone to win the big bee?
Write the answer.

5 Look at the chart. What is the effect of

spelling a word wrong?
Circle the answer in the chart.
STOP

UNIT 6
WEEK 1 Name: Date:
Read “Why a Fawn Has Spots” before you

answer Numbers 1 through 5.
Why a Fawn Has Spots

Long ago, Animal King gave gifts to animals.
The gifts helped the animals survive. Birds got
wings. Deer got speed. Cats got claws. Then
Animal King rested.
One day a deer brought her fawn to see Animal
King. “Sir, I run very fast because of your gift,” she
said. “But my young son has no gift. He is not fast.”
Animal King thought hard. He touched the
fawn’s fur. Many white spots appeared, or came
into sight. The king told the fawn the spots would

fade as he grew older.
“What will this gift do?” the fawn wondered.
Later, the deer and her fawn heard wolves. The
deer ran away. The fawn hid in the bushes. The
wolves ran right past him!
Now the fawn understood his gift. “Because I
am young and cannot run fast, my spots protect
me by helping me hide. When I develop and grow
to become a deer, I will be able to run fast and
protect myself.”
GO ON
Name: Date:
Use “Why a Fawn Has Spots” to answer

1 How do Animal King’s gifts help animals?
2 What does appeared mean?
3 How does the fawn’s gift help him when the

wolves come?

tells you.
4 Underline the clue that helps you understand

what develop means.
5 What is the lesson you learn from the story?
Write your answer.

UNIT 6
WEEK 2 Name: Date:
Read “Trash or Treasure?” before you answer

Trash or Treasure?
We use energy when we turn on a light or work
on a computer. Where does energy come from?
Energy from the Earth

It comes from fuels like coal, oil, and natural
gas. These resources are found underground, or
beneath the surface of the earth. They will run out
someday.
How can we make sure we will have enough
power in the future? Power is the energy that

makes lights and machines work. We must find
resources that will not run out.
Energy from Trash

In 2010, the U.S. produced 250 million tons of
trash! When trash is in a landfill, it produces a gas.
This gas is mostly methane. It is the main
ingredient in natural gas. Methane is captured at
plants. Then it is burned and used to make energy.
Trash is a renewable source of energy. We will
never run out of trash!
GO ON
Name: Date:
Use “Trash or Treasure?” to answer Numbers 1

through 5.
1 What are some things we use energy for?
2 Underline the words that tell you what

underground means.
3 What does power mean?
4 Where does the author explain how trash

is turned into energy?
Circle the heading of the section.

5 What is the author’s purpose for writing

this article?
Write your answer.

UNIT 6
WEEK 3 Name: Date:
Read “Underground Astronauts” before you

Underground Astronauts
Astronauts need to help each other when they
are in space. They train together to learn how to
work as a team.
A group in Europe prepares astronauts to work
as a team in space. To help them get ready, the
group sends astronauts to a cave in Italy. They stay
there for a week. The astronauts work together in
extreme conditions. They study rocks and animals.
They explore together.
In 2012, a team saw strange creatures near a

pond in the cave. They were like small shellfish.
One team member set bait near the pond. Another
team member caught some of the creatures. The
team saved them and brought them outside. Other
team members studied them. The team learned
that they had discovered a new animal!
As a result of, or because of, this training, the
astronauts on the team will be ready for their next
mission to space! They will need to work together!
GO ON
Name: Date:
Use “Underground Astronauts” to answer

1 What does prepares mean?
Circle the words that give you a clue.
2 Did the astronauts work alone or together in

the cave?

tells you.
3 What did the astronauts discover?
Draw a box around the text that tells you.
4 Circle the words that help you understand the

meaning of result .
5 What is the MAIN idea of this article?
Write your answer.

UNIT 6
WEEK 4 Name: Date:
Read “Pennies Make a Difference” before you

Pennies Make a Difference

Some people think pennies are not useful. They
think pennies do not have any value, or worth. But
pennies can be important. Some groups collect
pennies for different causes. This is a great system
for putting pennies to use.
One program is called Pennies for Patients.
Students collect pennies and other spare change
to help sick kids. They learn the value of money.
Schools across the country have raised millions of
dollars. This kind of program helps schools, too.

Schools that collect the most money win prizes.
Pennies are not a problem after all. They can
help in a big way!
GO ON
Name: Date:
Use “Pennies Make a Difference” to answer

1 What problem do some people have

with pennies?
Draw a box around the sentence that tells you.
2 Circle the word that means about the SAME

as value.
3 What system do some groups have for

using pennies?
Write your answer.

4 How does Pennies for Patients use pennies?
5 Look at the graph. How much money did Elm

Elementary School raise for Pennies for
Patients?
Underline your answer on the graph.

UNIT 6
WEEK 5 Name: Date:
Read the poem “Off to the Stars, or Under the

Sea” before you answer Numbers 1 through 5.
Off to the Stars, or

Under the Sea
My dad brought home a cardboard box,
But that’s not what I see.
I see a shiny rocket ship
Or a submarine under the sea.
I get inside my rocket ship

And blast off to the stars!
I make a stop to get moon rocks

On my way to amazing Mars.
Now my box is a submarine

That dives beneath the sea.
Look at the fun I can create
With just a plain cardboard box and me!
GO ON
Name: Date:
Use “Off to the Stars, or Under the Sea” to

1 How many beats are in the first line of the

poem?
Write the number of beats.
2 What is the speaker’s point of view about the

cardboard box?
Draw a box around the line in the first verse

that gives you a clue.
3 Draw a box around the word that shows the

speaker’s point of view about Mars.
4 Underline the two unlike things that are being

compared in the last verse of the poem.
5 What is the speaker’s point of view about the

cardboard box in the last verse?
Draw a box around the line that tells you.

Mid-Unit
Assessment
UNIT 1
MIDUNIT
Read “Willy and Ollie” before you answer

Willy and Ollie

Willy Whale lived on Sea Street.
Ollie Octopus lived next door.
One day, Willy found a new house.
“I have so much stuff,” Willy wailed.
“How will I move?
I’m afraid it will take a week!”
“Don’t be scared,” Ollie said. “I’ll help.”
Ollie looked in Willie’s house.
“Wow! You do have lots of stuff!”
“I know,” Willy said. “How can you help?”

“I will use my eight arms!” Ollie said.
Ollie started grabbing things.
He helped Willy move all his stuff.
It took an hour.
“Thanks!” Willy said.
GO ON
72 Grade 2 Mid-Unit Assessment • Unit 1
UNIT 1
MIDUNIT
“Enjoy your new house,” Ollie said. “Bye.”

“Wait! Can I help you?” Willy cried.
Ollie thought for a moment.
“Yes,” he said. “There is a big rock by my house.
It blocks my window.
I cannot see anything!”
“I will use my strong body!” Willy said.
The friends went to Ollie’s house.
Willy pushed the rock.
He pushed hard.
The rock rolled away.
“Thanks!” Ollie said.
“Enjoy your view,” Willy said. “Bye.”
“Wait! Stay for dinner,” Ollie cried.

“Thanks. I will,” Willy said.
GO ON
Mid-Unit Assessment • Unit 1 Grade 2 73
Name: Date:
Use “Willy and Ollie” to answer Numbers 1

through 5.
1 Why is Willy worried at the BEGINNING?

A He finds a new house.
B He has too much stuff to move.
C He needs to help Ollie move a rock.
2 Read these sentence from the story.

“I have so much stuff,” Willy wailed.
“How will I move?
I’m afraid it will take a week!”
“Don’t be scared,” Ollie said.
Which word means about the SAME

as afraid?

A scared
B stuff
C wailed
GO ON
Name: Date:
3 How long does it take to move Willy’s stuff?

A a moment
B an hour
C a week
4 How does Willy help Ollie?

A Willy helps Ollie move.
B Willy fixes Ollie dinner.
C Willy moves the big rock.
5 Where do Willy and Ollie have dinner?

A at Willy’s new house
B at Willy’s old house
C at Ollie’s house
GO ON
UNIT 1
MIDUNIT
Read “Kay’s New Bunny” before you answer

Kay’s New Bunny

Kay and Mom are at the park.
Kay watches the dogs play.
Kay starts to plead. “Mom, can I —”
“Don’t beg,” Mom says. “We talked about this.
We can’t have a dog. We don’t have a yard.”
That night, Kay thinks hard. A dog needs a yard.
But some pets live indoors. Bunnies live indoors.
A bunny lives in a cage.
“Mom!” Kay cries. “Can I get a bunny? Please.”
“Okay. We’ll go to the animal shelter.”

The next day, Mom drives Kay to the shelter.
A man shows them an area marked “Rabbits.”
GO ON
UNIT 1
MIDUNIT
“I don’t want a rabbit,” Kay says.

“I want a bunny. Aren’t they different?”
“No,” the man says.
“Rabbits and bunnies are the same.”
Kay watches a rabbit. He is in his cage.
He is cute. He is fuzzy.
“He needs a cage,” the man says.
“A rabbit needs toys. He needs grass to eat.
He needs water.”
“Can I get him, Mom?” Kay asks.
“I promise to take care of him.”
Mom agrees.
That night, Kay is in her room.
She watches her new pet playing.
He is in his cage.
Mom comes in. “What did you name him?”
“I call him Bunny!”
GO ON
Name: Date:
Read “Kay’s New Bunny” before you answer

6 Read these sentences from the story.

Kay starts to plead. “Mom, can I —”
“Don’t beg,” Mom says.

as plead?
A beg
B can
C starts
7 Kay can’t have a dog because

A a dog lives in a cage.
she doesn’t have a yard.

B
C dogs cannot go to the park.
8 Where does Kay go to get a rabbit?

A to the park
B to her room
C to the shelter
GO ON
Name: Date:

“I don’t want a rabbit,” Kay says.
“I want a bunny. Aren’t they different?”
“No,” the man says.
“Rabbits and bunnies are the same.”
Which word means almost the OPPOSITE

of different?
A rabbit
B same
C want
10 How does Kay change from the BEGINNING to

the END?
A At first she is sad and then she is happy.
B At first she is happy and then she is sad.

C At first she is helpful and then she is afraid.

UNIT 2
MIDUNIT
Read “Sally the Snake” before you answer

Sally the Snake

I like watching animals on the weekend. After
breakfast, I head outside. I sit on my deck. My
deck is beside a swamp. From my deck, I see Sally
slide out of the water. She curls up on a rock. Sally
is a snake. She lives near my house.
Sally’s Home
Sally lives in the Everglades. The Everglades are
an area in Florida. It is a very wet area. There are
lakes. There are swamps. Many plants grow in
the water.

The Everglades have a warm climate. There are
two seasons. The weather during wet season is very
hot. It rains a lot. The dry season is nice and warm.
But there is less rain.
GO ON
UNIT 2
MIDUNIT
Lying in the Sun

Sally is fond of the warm weather. She likes the
hot sun. Like all snakes, she has cold blood. Her
body does not heat itself. To keep warm, she lies
in the sun. The sun heats her body. She looks like
she is asleep.
Time for Dinner

The sun sets. Night falls. Mom calls me to dinner. I
look out at Sally. She leaves her rock. She slides
into the water to eat. It’s time for her dinner, too.
GO ON
Name: Date:
Use “Sally the Snake” to answer Numbers 1

through 5.

A the Everglades
B the weather in the Everglades
C a snake that lives in the Everglades
2 In the Everglades, many plants grow

A on a rock.
B on the deck.
C in the water.
3 Read these sentences from the article.

The Everglades have a warm climate.
There are two seasons. The weather
during wet season is very hot. It rains
a lot. The dry season is nice and warm.
But there is less rain.
Which word helps you figure out what

climate means?
A weather
B nice
C less
GO ON
Name: Date:

Sally is fond of the warm weather.
She likes the hot sun.

fond means?
A warm
B likes
C sun
5 What do you learn about Sally under the

subhead Lying in the Sun?
A Sally has warm blood.
B Sally eats when the sun comes up.
C Sally lies in the sun to warm her body.
GO ON
UNIT 2
MIDUNIT
Read “Taz Sees a Skunk” before you

Taz Sees a Skunk

Jean gets up early. She peeks out her window.
She looks in the back yard. This is a game she
plays with Taz. Taz is Jean’s dog. When Jean looks
out, Taz runs to the window. Today, Jean does not
see Taz.
“Oh, no,” Jean says. “Taz is gone!”
Jean and her mom go outside. They look for Taz.
“Did you leave the gate open?” Mom asks.
“I must have,” Jean said.
Jean looks down the street. She sees Taz. Taz is

lying down. Taz is watching a bush.
“Taz,” Jean calls out. Taz looks, but does not move.
A small, black animal comes out of the bush. It
has a white stripe on its back. It has a long tail. Taz
keeps watching.
GO ON
UNIT 2
MIDUNIT
“Is that a cat?” Jean asks.

“That is a skunk,” Mom says. “Taz should be
careful.”
“Why is that, Mom?” Jean asks.
“Skunks have a liquid they spray,” Mom said. “This
helps keep them safe. It smells very bad. It smells
like rotten eggs. The skunk will spray if it is in
danger. A skunk can spray up to ten feet. Even a
bear will run from skunk spray.”
Mom and Jean watch. The skunk walks up to Taz.
Taz lies very still. Soon, the skunk leaves.
“Wow, that was close,” Jean says. “Come here,
Taz!”
“You are a good dog,” Mom says. “You stayed very

calm. Jean, please make sure you shut the gate.”
“I will, Mom,” Jean says. “And you stay away from
skunks, Taz. You do not want to get sprayed.”
Taz barks. Mom and Jean laugh. They all walk
home.
GO ON
Name: Date:
Use “Taz Sees a Skunk” to answer Numbers 6

through 10.

Jean gets up early. She peeks out her
window. She looks in the back yard.

peeks means?
A early
B window
C looks
7 What is Jean’s problem?

A Her dog is gone.
She wakes up late.

B
C She sees a skunk.
GO ON
Name: Date:
8 What step does Jean take to help solve her

problem?
A She calls her dad at work.
B She asks her friends to look for the dog.
C She goes with her mom to look for the dog.
9 Where happens in the MIDDLE of the story?

A Taz watches a skunk in a bush.
B Jean peeks out of her window.
C Taz barks and Mom laughs.
10 What happens at the END of the story?

A Jean has to give her dog a bath.
B Jean, her mom, and Taz walk home.

C A skunk sprays Jean, her mom, and Taz.

UNIT 3
MIDUNIT
Read “A Solar Solution” before you answer

A Solar Solution
“Do I have to go?” Kim asked. “Meetings are
so boring.”
Kim’s mom was going to the town meeting.
“You can’t stay home alone,” Mom said. “Also, you
might like it.”
Many people were at the meeting. Kim saw some
neighbors. She waved to Mrs. Mint, who lived
next door.
Mayor Moss insisted that people be quiet. “Shhh,”
she said firmly.

The meeting began. First, the mayor talked about
road signs. Kim was bored. She tried not to yawn.
Then Mayor Moss changed topics. “Our town
hall uses a lot of electricity. How could we
save money?”
GO ON
UNIT 3
MIDUNIT
Kim thought about her science class. She raised

her hand.
The mayor nodded at her. “Please say your name.
Then tell your idea.”
Kim was nervous. “My name is Kim,” she said. “We
could get solar panels. I learned about them in
school. They use sunlight to make electricity.”
There was silence. Kim hoped people would
not laugh.
“I think that’s very true,” the mayor said. “You’re
correct that solar panels will help save money.”
The mayor asked people to vote. People who
agreed raised their hands. The mayor counted.
Kim’s idea won!
Mom and Kim drove home.

“Kim, I think you liked the meeting,” Mom said.
“You showed that you have great ideas.”
Kim smiled. She liked solving problems!
GO ON
Name: Date:
Use “A Solar Solution” to answer Numbers 1

through 5.
1 Which event happens FIRST?

A Kim tells her idea.
B The meeting begins.
C Mom and Kim drive home.

Mayor Moss insisted that people be quiet.
“Shhh,” she said firmly.
Which word helps you understand what

insisted means?
A that
firmly

B
C people
3 What does Mayor Moss talk about FIRST?

A road signs
B town hall
C Kim’s idea
GO ON
Name: Date:

“I think that’s very true,” the mayor said.
“You’re correct that solar panels will help
save money.”
Which word means about the SAME as true?

A correct
B panels
C save
5 Which event happens LAST?

A Mom and Kim drive home.
B The mayor asks people to vote.
C Kim hoped people would not laugh.
GO ON
UNIT 3
MIDUNIT
Read “Comets: A Special Sight” before you

Comets: A Special Sight

Look at the sky at nighttime. It is dark. You may
see stars. You may see the moon. On very special
nights, you might see a comet!
Comets fly through space. They circle the Sun.
There are many comets. But we see only a few.
Sometimes comets come close to the Sun. Then we
may see them.
A comet is a ball. It is made of ice and dust. It is
like a dirty snowball. When a comet comes near
the Sun, it changes. It gets a head and a tail. The
tail is very long. A cloud forms around the head.

This cloud is called a coma.
The word comet comes from a Greek word. It
means “hairy head.” A comet’s head looks like a
star. The tail looks like hair.
GO ON
UNIT 3
MIDUNIT
Comets are very old. People have seen them for a

long time. A famous comet is Halley’s Comet. We
see it about every 75 years. People in China first
saw it over 2,000 years ago.
You can see some comets easily. But others are
harder to see. You might need a telescope.
Keep checking the sky. You may be lucky. You may
see a comet!
GO ON
Name: Date:
Use “Comets: A Special Sight” to answer


Look at the sky in nighttime. It is dark.
You may see stars.

nighttime means?
A dark
B look
C sky
7 What is a comet made of?

A snow
ice and dust

B
C stars and hair
8 When did people first see Halley’s Comet?

A 75 years ago
B 500 years ago
C 2,000 years ago
GO ON
Name: Date:
9 Why did the author MOST LIKELY write

“Comets: A Special Sight”?
A to tell readers about comets
B to tell readers to look at the sky
C to tell readers to buy a telescope
10 Look at the diagram on page 93. The diagram

shows
A that a comet is ice and dust.
B that there are many comets.
C the parts of a comet.

UNIT 4
MIDUNIT
Read “The Desert” before you answer Numbers 1

through 6.
The Desert
Where is the hottest place on Earth? Is it in
Africa? Is it in Asia? The hottest temperature was
recorded in a desert. That desert is in California! It
is the Mojave Desert.
Desert Climate
Deserts are very dry. They get less than 10 inches of
rain a year. They are also very hot. But at night the
desert can be cool.
The seasons are different in the desert. Summer is
hot. Fall is warm. Winter may be cold and bring

rain. Then flowers may grow in spring.
Desert Plants
Desert plants have to survive in the dry heat. They
need to live with not much water. A cactus is one
desert plant. It stores water. It does not have
leaves. It has needles. Leaves lose water. Needles
hold water.
GO ON
UNIT 4
MIDUNIT
Desert Animals
Animals learn to live in the heat. Lizards and
snakes stay under rocks to keep cool. A pack rat
builds a den with sticks. It stays in the shade. Many
animals go out at night. That is when owls hunt.
Death Valley
Death Valley is in the Mojave Desert. A valley is the
low space between mountains. Mountains trap the
hot air. Death Valley is very low. It gets very hot.
But the mountains may have snow on top.
GO ON
Name: Date:
Use “The Desert” to answer Numbers 1

through 6.
1 How is night DIFFERENT from day?

A It is drier at night.
B It is cooler at night.
C It is hotter at night.

The seasons are different in the desert.
Summer is hot. Fall is warm. Winter
may be cold and bring rain. Then flowers
may grow in spring.
Which words help you figure out what

seasons means?

A different, desert
B Summer, Fall
C then, may
3 How are needles and leaves on plants

DIFFERENT?
A A cactus has both needles and leaves.
B Leaves hold water. Needles lose water.
C Leaves lose water. Needles hold water.
GO ON
Name: Date:
4 Why do snakes stay under rocks?

A They stay cool under rocks.
B They stay warm under rocks.
C They store water under rocks.
5 Why is Death Valley so hot?

A A valley is a low space between mountains.
B The mountains may have snow on top.
C Mountains trap hot air in the valley.
6 What state is most of Death Valley

located in?
A California
B Nevada
C Arizona
GO ON
UNIT 4
MIDUNIT
Read “New School, New Sport” before you

New School, New Sport

“Dad, I don’t want to go,” said Tim.
Tim was nervous. It was his first day of school
in the United States. His family had just moved
here from England.
“It will be fine. You like school and sports. You will
fit right in,” said his father.
“I hope so. But I am sure things are different
here,” said Tim.
Tim walked to school. He thought about sports. He
missed his local football team. The team that

played near his home was the best! Football was
called soccer here, Tim remembered. Soccer is
England’s most popular sport.
Tim got to school. He met a boy named Ron.
“What sport do you like to play?” asked Ron.
“I like to play football,” said Tim.
“You play football in England? I did not know
that,” asked Ron.
“Oh, I’m sorry. We call football what you call
soccer,” said Tim.
GO ON
UNIT 4
MIDUNIT
“You like to play soccer. I get it,” said Ron.

“Do you play soccer here?” asked Tim.
“Some kids play soccer. But I play baseball. Do you
play baseball?” asked Ron.
“No, I don’t know how to play baseball. It is not
popular in England. I wonder what it is like to play.
I think about it a lot,” said Tim.
“Baseball is very popular here. And I will teach you
how to play. I am the best player in this school,”
said Ron.
After school Ron and Tim went to the park. They
played catch. The baseball glove was strange to
Tim. But he liked baseball! He liked his new friend,
Ron, too. Tim knew his new school would be fine.
GO ON
Name: Date:
Use “New School, New Sport” to answer


He missed his local football team.
The team that played near his home
was the best!

local means?
A He missed
B near his home
C team that played
8 How are Tim and Ron ALIKE?

A They are both from England.

B They both like school.
C They both like sports.
GO ON
Name: Date:

“No, I don’t know how to play baseball.
It is not popular in England. I wonder
what it is like to play. I think about it
a lot,” said Tim.

wonder means?
A not popular
B think about it a lot
C don’t know how to play
10 How are Tim and Ron DIFFERENT?

A Ron is from England. Tim is from the
United States.
B Tim knows how to play baseball. Ron knows

how to play football.
C Tim knows how to play soccer. Ron knows
how to play baseball.

UNIT 5
MIDUNIT
Read “The Right Choice” before you answer

The Right Choice

On Saturday, Rick and Rosa could not agree.
They did not want to do the same thing. Rick
wanted to play basketball in his driveway. Rosa
wanted to help clean up the school playground.
There was a lot of litter in the playground. A school
group was holding a cleanup event.
Rick crossed his arms. “I don’t want to go back
to school on a Saturday!” he said. “Other people
can help clean up the playground. Why do I
have to?”
“But we love the playground!” Rosa said. “We

should help clean it up. It’s the right thing to do.
Then we can play later.”
“OK,” Rick said. He sighed. It wasn’t going to be
such a fun day after all.
GO ON
UNIT 5
MIDUNIT
Rick’s mom drove Rick and Rosa to the

playground. Ms. Lott, a math teacher, was in
charge. There were about 30 kids helping. They
got special t-shirts. They got plastic bags and
gloves. They used poles to grab trash. They worked
hard for a few hours. Then the playground looked
much cleaner.
The kids had a break. Ms. Lott brought out
watermelon. Rick and Rosa laughed as they ate
the sticky slices. They were amused. Then their
friend Mark came over. He challenged Rick and
Rosa to a game of tag. Now the lawn was clean. It
was easy to run around.
Rosa’s dad picked them up. Rick said, “Thanks,
Rosa. I’m glad we helped. I feel good about

the day.”
Rosa smiled. “It’s still light out. Do you feel like
playing basketball? We could fit in a quick game,”
she said.
“Yes!” Rick said.
GO ON
Name: Date:
Use “The Right Choice” to answer Numbers 1

through 5.

On Saturday, Rick and Rosa could not
agree. They did not want to do the
same thing.

agree means?
A could
B same
C Saturday
2 What is Rick’s point of view at the

BEGINNING?

A He wants to clean up the playground.
B He wants to play basketball.
C He wants to play tag.
GO ON
Name: Date:
3 Why does Rosa want to clean up

the playground?
A She doesn’t like basketball.
B She wants to eat watermelon.
C They love the playground, so it is the right
thing to do.

Rick and Rosa laughed as they ate the
sticky slices. They were amused.

amused means?
A laughed
B ate
C sticky
5 What is Rick’s point of view at the END?

A He is glad he helped clean up
the playground.
B He doesn’t want to play basketball.
C He is mad at Rosa.
GO ON
UNIT 5
MIDUNIT
Read “Rosa Parks” before you answer Numbers

6 through 10.
Rosa Parks
Rosa Parks was born on February 4, 1913. She
lived in Alabama. When she was born, things were
not equal. Rosa was African-American. She could
not go to the same schools as white children.
She had to sit in the back of the bus. This was
called segregation.
When Rosa was young, her mother taught her
at home. Then she moved to Montgomery,
Alabama. She lived with an aunt. She went to a
private school. To pay for school, Rosa cleaned
classrooms.

When Rosa grew up, she knew she had a
responsibility. It was her duty to help change
things. In 1943, she joined the NAACP. This was a
group that fought for equal rights.
On December 1, 1955, Rosa rode on a bus. She
sat in the back. A white man asked her to give up
her seat. Rosa refused. This was against the city
law. She was arrested. Rosa spent the night in jail.
She was fined.
GO ON
UNIT 5
MIDUNIT
Rosa’s arrest got a lot of attention. Martin

Luther King, Jr. came to Montgomery. He started a
boycott of the buses. Rosa helped, too. This meant
that African-Americans would not ride buses. They
walked or rode bikes instead. The boycott cost the
buses a lot of money. It also helped change minds.
In 1956, the Supreme Court ruled. It said that the
bus law was wrong. After the ruling, Rosa rode on
a bus. She sat right up front.
Rosa Parks was brave. She was a hero. Rosa
showed that one person can have a big effect. Rosa
helped change the way people thought.
Timeline of Rosa Parks’ Life
1955
On December 1, 1980
1913 Rosa refuses to Rosa is awarded

Rosa is give up her the Martin Luther
born on seat on a bus. King, Jr. award
February 4. She is arrested. from the NAACP.
1910 1930 1950 1970 1990
1943 1964
Rosa joins The Civil Rights
the NAACP. Act is passed.
1956
Supreme Court
rules against
the bus law.
GO ON
Name: Date:
Use “Rosa Parks” to answer Numbers 6

through 10.
6 Which event happened FIRST in Rosa’s life?

A Rosa cleaned classrooms to help pay for
school.
B Rosa helped plan a boycott.
C Rosa joined the NAACP.

When Rosa grew up, she knew she had a
responsibility. It was her duty to help
change things.

responsibility means?

A grew
B duty
C change
8 Which happened AFTER Rosa refused to give

up her seat on the bus?
A Rosa was arrested.
B Rosa joined the NAACP.
C Rosa moved to Montgomery.
GO ON
Name: Date:
9 What happened AFTER the Montgomery bus

boycott?
A Rosa spent the night in jail.
B Martin Luther King came to help.
C The Supreme Court said the city bus law
was wrong.
10 Look at the timeline. When did Rosa Parks

win an award from the NAACP?
A 1956
B 1964
C 1980

UNIT 6
MIDUNIT
Read “Water Wheels” before you answer

Water Wheels
People like rivers. Rivers are beautiful. They are
also powerful. Ancient people saw rivers and
wondered. How could they capture a river’s
energy? How could they use it to do work? Then,
they found an answer. It was the water wheel.
Running water turns a water wheel. The wheel
does work. Some wheels move water from one
place to another. These are water-lifting wheels.
Other water wheels are mill wheels. Mill wheels
are part of machines. These machines grind things.
They may grind grain into flour. People use flour to

make bread.
Water-lifting Wheels
A water-lifting wheel was built in a river. The
river pushed the wheel. This made the wheel turn.
The wheel held buckets. The buckets filled with
water. They poured the water into a canal, or
ditch. Water flowed in the canal. The canal carried
water to a farm. A farmer used it to water crops.
GO ON
UNIT 6
MIDUNIT
Mill Wheels
Mill wheels are water wheels that are part of a
machine. A river turns the water wheel. The water
wheel turns a gear. The gear turns another wheel.
This wheel can do work. A grist mill grinds wheat.
The wheat becomes flour. A paper mill grinds up
wood. This makes paper. A saw mill wheel moves a
saw that cuts wood.
Water wheels might seem simple. But they are
important. They changed how we use nature. They
changed the way we live and work.
GO ON
Name: Date:
Use “Water Wheels” to answer Numbers 1

through 5.

How could they capture a river’s energy?
How could they use it to do work? Then,
they found an answer.

energy means?
A could they capture
B use it to do work
C found an answer
2 Read Water-lifting Wheels. What is the

MAIN idea?

A A water-lifting wheel holds buckets.
B A water-lifting wheel is part of a machine.
C A water-lifting wheel can help water crops
on a farm.
GO ON
Name: Date:
3 What is the MAIN idea of Mill Wheels?

A A river turns the water wheel.
B The water wheel turns a gear.
C Mill wheels are water wheels that are part
of a machine.
4 Look at the diagram. What happens AFTER

the grain pours into the space between the
grindstones?
A The water wheel turns the gear.
B The stones grind the grain into flour.
C The river current turns the water wheel.
5 What is the author’s purpose for writing this

article?
A to tell how to build water wheels
B to tell why people should use water wheels
more often
C to tell how water wheels changed the way
we live and work
GO ON
UNIT 6
MIDUNIT
Read “Demeter and Kore” before you answer

Demeter and Kore

Long ago, Demeter ruled over the Earth’s
plants. Her job was very important. People needed
crops to live. Demeter had a daughter named Kore.
Demeter loved Kore very much.
One day, King Hades was walking in a field. He
saw Kore. She was now a beautiful young woman.
Her golden hair shone like the sun. Hades fell
deeply in love. He took Kore to his kingdom under
the Earth.
Demeter was worried. Kore had not come
home. Demeter searched high and low. But she

could not find Kore. Demeter became sad. And
while Demeter was sad, no crops grew.
Deep in the underworld, Kore was unhappy.
Hades tried to cheer her up. He gave her a
pomegranate to eat. Kore knew it was a trick.
People in the underworld could not eat. If they ate,
they had to stay forever. But months passed. Kore’s
hunger grew. One day, she ate six pomegranate
seeds. She had to stay forever.
GO ON
UNIT 6
MIDUNIT
Meanwhile, Zeus was not pleased. Zeus ruled

over the Earth and Sky. No crops were growing. His
kingdom was in ruins. Something had to be done.
So he went to Hades. He demanded that Hades
return Kore to Demeter. Hades made a deal with
Zeus. Each year, Kore would spend six months on
Earth. The other six months, she would live in the
underworld. Zeus agreed.
Now, Kore stays underground half the year.
Demeter and the people on Earth wait patiently.
Then, Kore returns. Demeter becomes happy again.
Life blooms everywhere. Kore’s golden hair shines
in the fields. People harvest the fruits, grains, and
vegetables they need to live.
GO ON
Name: Date:
Use “Demeter and Kore” to answer Numbers 6

through 10.

Long ago, Demeter ruled over the
Earth’s plants. Her job was very important.
People needed crops to live. Demeter
had a daughter named Kore.

important means?
A the Earth’s plants
B needed crops to live
C had a daughter

She was now a beautiful young woman.
Her golden hair shone like the sun. Hades
fell deeply in love.

golden means?
A shone like the sun
B fell deeply in love
C beautiful young woman
GO ON
Name: Date:
8 Why do no crops grow?

A Demeter is sad.
B Kore is unhappy.
C Zeus is not pleased.
9 What deal does Hades make with Zeus?

A Kore will spend one year in the underworld.
Then she will spend the next year on Earth.
B Each year, Kore will spend six months with
Hades in the underworld. Then she will
spend six months with Demeter on Earth.
C Hades will give Kore back if Demeter will
make the crops grow again.
10 What is the message in this story?

A to explain why Kore’s hair is golden
B to explain why plants grow only half
the year
C to explain how to harvest fruits, grains, and
vegetables

Unit
Assessment
UNIT 1
UNIT
Read “Tom Rakes Leaves” before you answer

Tom Rakes Leaves

Mom asks Tom for help.
She asks Tom to rake leaves.
But Tom does not like to rake.
The leaves fall from a big tree.
The tree is next door.
It is filled with leaves.
It is filled with plums.
Mom tells Tom to choose.
He may rake leaves.
He may wash dishes.
Tom must pick.

Tom takes a glance at the sink.
He sees six plates.
He sees ten mugs.
He sees five pans.
He sees lots of pots.
Tom makes up his mind.
GO ON
122 Grade 2 Unit Assessment • Unit 1
UNIT 1
UNIT
Tom gets the rake.

He rakes and rakes.
He makes a big pile.
Then a big wind blows.
Leaves fly!
The leaves will not stay in place!
Tom sees his pal Nat.
Nat has a rake.
He has a big bag.
Nat will help.
Tom is glad.
Nat rakes. Tom bags.
Soon not a leaf is left.
Tom smiles.
He sees Mrs. Lane.

Mrs. Lane is Nat’s mom.
She has a plum cake.
She will share it.
Mrs. Lane gives Tom a slice.
Mrs. Lane gives Nat a slice.
It has been a fun day!
GO ON
Unit Assessment • Unit 1 Grade 2 123
Name: Date:
Use “Tom Rakes Leaves” to answer Numbers 1

through 8.
1 Who is the MAIN character in the story?

A Tom
B Nat
C Mom
2 Who asks for help?

A Nat
B Nat’s mom
C Tom’s mom
3 What helps Tom make up his mind?

A He likes to rake leaves.
B There are a lot of dirty dishes.
C Mrs. Lane gives him a slice of cake.
GO ON
Name: Date:
4 Which word means the SAME as choose?

A tells
B sink
C pick
5 Which word helps explain what glance means?

A sees
B makes
C gets
6 What does Nat do?

A Nat washes dishes.
B Nat rakes leaves.
C Nat bags leaves.
GO ON
Name: Date:
7 Which detail tells that the raking is finished?

A stay in place
B has a big bag
C not a leaf is left
8 How does Mrs. Lane share the plum cake?

A She sees Tom.
B She has a plum cake.
C She gives slices to Tom and Nat.
GO ON
UNIT 1
UNIT
Read “Pet Shop” before you answer Numbers 9

through 15.
Pet Shop
Beth goes to the pet shop.
Which pet will she get?
A pup is a cute pet.
The pup runs.
It is very playful.
The pup has a leash.
A crab has a hard shell.
Can a crab be a pet?
Beth watches its actions.
The crab digs in the sand.
It hunts for food.
Beth sees a big snake.

This pet is long.
The snake slides.
It sleeps in a big cage.
A soft cat can be a good pet.
It plays with a fun toy.
Beth pats the cat.
The cat purrs.
GO ON
UNIT 1
UNIT
Can a bird be a nice pet?

The bird can talk.
The bird can say hi.
It can say bye.
It has a cage with a swing.
Beth sees some fish.
They are in a tank.
The red fish has big fins.
The fish swims and dives.
It eats food flakes.
Then Beth sees a furry rabbit.
It hops and hides.
Beth asks a question.
“What are this pet’s needs?”

It needs food and water.
It also needs hugs!
This is the pet for Beth!
GO ON
Name: Date:
Use “Pet Shop” to answer Numbers 9 through 15.
9 Which pet has a leash?

A a pup
B a crab
C a bird
10 What are a crab’s actions?

A It has a shell.
B It digs and hunts.
C It slides and sleeps.
11 Which word tells about a snake?

A long
B purrs
C soft
12 What does Beth do?

A She sleeps in a cage.
B She plays with a toy.
C She pats the cat.
GO ON
Name: Date:
13 Why does a bird make a nice pet?

A It can talk.
B It has a cage.
C It has a swing.
14 Which pet has big fins?

A the snake
B the red fish
C the furry rabbit
15 What needs does a rabbit have?

A a place to swim
B to ask a question

C food, water, and hugs

UNIT 2
UNIT
Read “Bird and Lion” before you answer

Bird and Lion

It is a quiet day. The sky is bright blue. A few birds
fly up and down. They try to catch fish in the river.
Lion moves through the tall grass. She is angry.
She wants to hunt, but her father says she must
wait. She is too young. The other lions do not need
her help.
Lion looks up at the sky. A bird makes a loud noise.
He falls to the grass. Everything is still and quiet.
The silence makes Lion nervous.
Bird opens one eye. He cannot get up. He has
trouble breathing. He looks at Lion. He needs to

escape and get away from her!
Lion is still angry, but she does not hunt Bird. She
feels sorry for Bird. Lion sits down. She guards Bird.
GO ON
UNIT 2
UNIT
Bird gets up slowly. Bird thanks Lion for not hunting

him. He says one day he will help her.
Lion laughs at Bird. Bird is too small to help her.
What can a little bird do?
A year passes. Lion returns from a hunt. She moves
to the river for a drink. The water is cool.
She hears a sound. It comes from the sky. Bird flies
near Lion’s head. Bird squawks at Lion. He tells her
to run. Lion jumps back.
Crocodile slams down near her. He snaps at Lion
with pointed teeth. Lion runs far from him. Bird has
saved her!
Lion has learned a lesson. Bird may be small, but
he helped her. Lion thanks Bird.
GO ON
Name: Date:
Use “Bird and Lion” to answer Numbers 1

through 8.
1 What problem does Lion have at the

A Lion wants to catch fish in the river.
B Lion’s father will not let her hunt.
C The other lions need her help.

A bird makes a loud noise. He falls to the
grass. Everything is still and quiet. The
silence makes Lion nervous.
Which words help explain what silence means?

A still and quiet
B falls to the grass

C makes a loud noise
3 What happens to Bird?

A Bird looks up at the bright blue sky.
B Bird makes a soft noise in the tall grass.
C Bird falls to the grass and cannot get up.
GO ON
Name: Date:

He has trouble breathing. He looks at
Lion. He needs to escape and get away
from her!
Which words are a clue to what escape means?

A trouble breathing
B get away from
C looks at
5 Why does Bird say he will help Lion?

A to thank Lion for not hunting him
B to get away from Lion
C to make Lion angry

6 How does Bird help Lion?
A Bird squawks at Crocodile.
B Bird jumps up and down.
C Bird tells Lion to run.
GO ON
Name: Date:
7 Why does Lion change her mind about Bird?

A Bird flies near Lion.
B Bird has saved Lion.
C Bird cannot help Lion.
8 What happens LAST in the story?

A Lion thanks Bird.
B Bird learns a lesson.
C Crocodile snaps at Lion.
GO ON
UNIT 2
UNIT
Read “Polar Bears: Life on the Ice” before you

Polar Bears: Life on the Ice

Polar bears live in the Arctic. It is a cold place.
Ice floats in the water. There are no trees. How
do polar bears stay warm? They have adapted to
the cold.
What They Look Like

Polar bears are giant, or very large. Males grow up
to 1,700 pounds. They can be 10 feet tall. They may
live 25 years.
Their fur has no color. It looks white in the snow.
Fur is thick hair. It grows on skin.

They have black skin. Their skin soaks up the Sun’s
rays. This helps warm them.
Fat traps heat. Polar bears have a lot of fat. It helps
them stay warm, too.
GO ON
UNIT 2
UNIT
Why They Hunt

Cubs are born in dens. Dens are warm. Their
mother cares for them. She protects them for
28 months. They learn to hunt.
They hunt seals. Seals go under the sea ice. They
come up for air. Polar bears wait on the sea ice.
Then they grab the seals.
Polar bears eat what they want. No one can
compete with them.
It is still hard to find food, though. Arctic water is
warming up. Sea ice melts too soon. Polar bears
do not have time to hunt. They swim to find more
sea ice. They go far from home.
How You Can Help

What can you do? Learn about polar bears.
Talk to friends about them. Write to people who
protect animals. Express your thoughts. Tell them
how you feel. Ask them to speak for you.
GO ON
Name: Date:
Use “Polar Bears: Life on the Ice” to answer

9 What is the MAIN topic of this article?

A how much polar bears weigh
B how to write about polar bears
C how polar bears live in the Arctic

Polar bears are giant, or very large.
Males grow up to 1,700 pounds.
Which word is a clue to what giant means?

A bears
B large

C pounds
11 Which words mean about the SAME as fur?

A on skin
B no color
C thick hair
GO ON
Name: Date:
12 Which key detail tells one way polar bears

keep warm?
A There are no trees.
B It grows on skin.
C Fat traps heat.
13 Which heading would you use to find out

about something polar bears do?
A Why They Hunt
B How You Can Help
C What They Look Like
14 Why it is hard for polar bears to find food?

A Seals come up for air.

B They have to swim to find ice.
C These bears eat what they want.
15 Which word from the article means almost

the SAME as express?
A about
B learn
C speak

UNIT 3
UNIT
Read “In the Air” before you answer Numbers 1

through 7.
In the Air
“Why was the sunset such a strange color?” Jan
asked her teacher. “It was pink.”
“Good question,” Ms. Son answered. “It is because
of pollution.”
“What is that?” asked Rob.
“Pollution is bad gas in the air. Do you know the
smelly fumes a car makes? That is pollution,”
she explained.
“Really?” asked Alex. “Where else does pollution
come from?”

“Buses make it. Factories make it. Fires make it,”
she said.
“Then what happens?” Rob asked.
Ms. Son said, “There is a layer of good air in the
sky. It is the ozone layer.”
The class wanted to know more.
GO ON
UNIT 3
UNIT
“It protects us from the sun. Pollution harms this

layer,” Ms. Son replied.
“I want to prevent pollution,” Alex said. “I want to
stop it.”
“What can you do?” Ms. Son asked the class.
“I will make a sign. I will put it in a parking lot. It
will ask drivers to take a bus. Less traffic means
cleaner air,” Jan said.
“Good,” replied Ms. Son. “Does anyone else have
an idea?”
“My next door neighbor drives a school bus. It
stays on a lot. I will ask her to turn it off. That will
make less pollution,” said Alex.
Rob said, “I will write a story. I will put it in the

school paper. It will tell kids about pollution.”
“That is a good start. We can work together. We
can help make the air clean,” said Ms. Son.
GO ON
Name: Date:
Use “In the Air” to answer Numbers 1 through 7.
1 What happens FIRST in the story?

A Alex asks where pollution comes from.
B Jan asks about the pink sunset.
C Rob asks what pollution is.
2 What does Ms. Son do right BEFORE she talks

about smelly fumes from cars?
A She tells what pollution is.
B She asks the class for ideas.
C She says cars make pollution.
3 When does the class want to know more?

A after Ms. Son tells what the ozone layer is
B when Ms. Son says they can work together
C before Ms. Son talks about the ozone layer
4 Which word from the story means about the

SAME as prevent?
A pollution
B want
C stop
GO ON
Name: Date:
5 Who has the FIRST idea?

A Jan
B Alex
C Rob
6 Read this sentence from the story.

My next door neighbor drives a school
bus. It stays on a lot.
Which words help you know what

neighbor means?
A next door
B school bus
C stays on a lot
7 Who gives the LAST idea?

A Alex
B Rob
C Jan
GO ON
UNIT 3
UNIT
Read “Monsoon!” before you answer Numbers 8

through 15.
Monsoon!
Feel that strong breeze? Hear the rain hit the roof?
It is that time of year. Here comes the monsoon!
Big Rains in Asia

In parts of Asia there are big storms. They are
called monsoons. They can happen in summer or
winter. These storms can have a lot of rain.
In summer, cool winds blow over land. The air has
lots of water. This water falls as rain. In winter,
winds blow away from land. These storms have
less rain.

The Good and the Bad
Monsoons can be good. Farmers like the rain. Rain
helps crops grow. There is more food to eat. There
is more food to sell. Too little rain can be bad.
Crops will not grow. There is less to eat. There is
less to sell. Life is better with more rain.
GO ON
UNIT 3
UNIT
But monsoons also can be bad. Too much rain can

cause floods. Flood waters do not move at a slow
speed. They move at a fast rate of motion. They
are strong, too. Floods can destroy, or ruin,
property. They can wipe out small towns and
villages. Farms are lost. Roads wash away. There is
less food.
Western Monsoons
Asia is not the only place with these big storms.
There are monsoons in the West, too. They are
in Arizona.
They take place in summer. Cool, wet winds cause
storms. There is a lot of rain and dust. There are
bad floods.
Arizona is very dry. Farmers need this rain. Much of

their water comes from these storms. They help
crops grow. They also help fight forest fires.
GO ON
Name: Date:
Use “Monsoon!” to answer Numbers 8

through 15.
8 Which sentence from the article tells when

monsoons happen in Asia?
A It is that time of year.
B In parts of Asia there are big storms.
C They can happen in summer or winter.
9 What does the author want you to know

about monsoons?
A They hit the roof.
B They are good and bad.
C They are caused by floods.

10 Which part of the article tells about
the effects of monsoons?
A Monsoon!
B Big Rains in Asia
C The Good and the Bad
GO ON
Name: Date:

Flood waters do not move at a slow
speed. They move at a fast rate
of motion.
Which words help you understand what

speed means?
A flood waters
B do not move
C rate of motion

They are strong, too. Floods can destroy,
or ruin, property.
Which word means the SAME as destroy?

A ruin
B floods
C strong
GO ON
Name: Date:

They can wipe out small towns and
villages. Farms are lost. Roads
wash away.
Which words mean about the SAME

as villages?
A wipe out
B small towns
C wash away
14 What is the MAIN idea of the

Western Monsoons section of the article?
A There are monsoons in Arizona.
B Asia is the only place for monsoons.

C Monsoons can help fight forest fires.

this article?
A to tell why farmers in Asia like monsoons
B to describe how monsoons helps crops
C to give information about monsoons

UNIT 4
UNIT
Read “Moths and Butterflies” before you answer

Moths and Butterflies

Callie was happy. Today her class had a field trip.
They would visit a butterfly and moth sanctuary,
or shelter. Callie loved to see nature up close.
Many kinds of butterflies and moths lived there.
They were taken care of. The shelter was not
outdoors. It was covered in glass. Mr. Green led
the class through it.
They passed colorful flowers. Many tiny winged
creatures flew in the air. Mr. Green stopped by a
butterfly. It was sitting on a leaf.
“This is a monarch butterfly,” he said. “Look at

how colorful it is. It is orange, black, and white.
These colors tell other animals not to eat it!”
Just then, Callie saw another animal land on a
leaf. “Look!” she said.
Mr. Green said, “Thanks, Callie. This animal is an
Imperial moth. Moths and butterflies have many
similarities. But they are also different. What looks
the same about these two animals?”
GO ON
UNIT 4
UNIT
Callie raised her hand. “They both have wings.

They have six legs.”
“That’s very good!” Mr. Green said. “See the two
feelers coming out of their heads? Butterflies have
little clubs or balls on the ends. The feelers on
moths look like little feathers. Another difference
is their color. Which is more colorful?”
Another student, Max, raised his hand. He said,
“The butterfly is more colorful. The moth is gray.”
“Good job, Max,” Mr. Green said. “Moths are more
active at night. They want to blend in.”
On the bus ride home, Callie sat next to Max. She
asked what his favorite was. He liked the moth.
He asked, “Which one did you like most?”

Callie liked the butterfly. “But the very best part,”
she said, “was learning from looking at nature!”
GO ON
Name: Date:
Use “Moths and Butterflies” to answer

1 Which sentence from the story tells why Callie

is happy about her class field trip?
A Callie loved to see nature up close.
B Mr. Green led the class through it.
C They passed colorful flowers.

They were taken care of. The shelter
was not outdoors. It was covered in glass.
Which words are a clue to what outdoors means?
A taken care of
B shelter was not
C covered in glass

Moths and butterflies have many
similarities. But they are also different.
Which word means about the OPPOSITE of
similarities?
A also
B many
C different
GO ON
Name: Date:
4 What is the SAME when the story begins and

when it ends?
A Max does not like moths.
B Callie likes to look at nature.
C Mr. Green talks about antennae.
5 How are butterflies and moths DIFFERENT?

A Butterflies and moths both fly in the air.
B Butterflies are more colorful than moths.
C They have feelers that look like feathers.
6 How are Callie and Max ALIKE on the trip?

A They both answer questions.

B They both want to blend in.
C They both are very quiet.
7 What is the lesson of this story?

A Butterflies are better than moths.
B Teachers take their classes on field trips.
C You can learn a lot from looking at nature.
GO ON
UNIT 4
UNIT
Read “Iceland” before you answer Numbers 8

through 15.
Iceland
Have you ever been to Iceland? Iceland is an
island. It is surrounded by water. Iceland is in the
middle of the ocean. It is not covered in ice!
Iceland has different areas. Each region has
different features. The north is colder than the
south. Both are good for farming. Most farmers in
Iceland raise animals. A few raise crops.
The east and west are good for fishing. They both
have fjords. That is where steep cliffs drop to the
sea. The sharp slope of the cliffs means the water
is very deep. It is perfect for boats. So, people
fish there.
GO ON
UNIT 4
UNIT
All of the regions share one thing. Volcanoes are

everywhere! Volcanoes are what formed Iceland.
Iceland has around 200 volcanoes. They erupt
often. One volcano is called Hekla. Hekla has
erupted four times since 1947.
Iceland has many hot springs. These are pools of
water. The volcanoes make the water warm. People
swim in the hot springs. Hot springs bring a lot of
visitors to Iceland.
Iceland does not have many animals. At first, foxes
were the only mammals there. Other mammals are
there now. People brought them. They are mostly
farm animals. There are also mice and rats.
Iceland is an unusual place. But it is beautiful.

There are lots of things that make it great to see.
GO ON
Name: Date:
Use “Iceland” to answer Numbers 8 through 15.
8 Which sentence from the article is a clue to

what surrounded means?
A Iceland is in the middle of the ocean.
B Have you ever been to Iceland?
C It is not covered in ice!

Iceland has different areas. Each region
has different features.
Which word has about the SAME meaning

as region ?
A areas
different
C features
10 How is the north of Iceland DIFFERENT from

the south?
A The north is colder than the south.
B The north has more fjords than the south.
C The north has more farming than the south.
GO ON
Name: Date:
11 Why are the east and west good for fishing?

A Volcanoes are all around.
B There are few crops.
C The water is deep.

That is where steep cliffs drop to the
sea. The sharp slope of the cliffs means
the water is very deep.

steep means?
A to the sea
B sharp slope

C is very deep
13 What feature is found in all areas of Iceland?

A fjords
B fishing
C volcanoes
GO ON
Name: Date:
14 What effect did people have on animals

in Iceland?
A They brought farm animals.
B Foxes were the only mammals.
C Mice and rats were the first animals.
15 Look at the map and map key. What does the

dark triangle next to Hekla tell you?
A Hekla is the capital.
B Hekla is in Iceland.
C Hekla is a volcano.

UNIT 5
UNIT
Read “A New Band in Town” before you answer

A New Band in Town

Emily Marshall is writing a new song for the
piano. She wants to be like her mother. Emily’s
mother is a musician. She plays the piano at
concerts around the world.
Emily can’t wait to perform for people. She
knows she needs more practice. She talks to her
band teacher after class.
“Mr. Young, I need your help! I like writing
songs. How can I get people to listen to them?”
“Can you describe the songs you write? Tell me

about them in words,” Mr. Young says.
“I write about things that I know,” she says. “I
write about school. I write about how hard it is to
move to a new place.”
Mr. Young thinks for a moment. “Why not start
a band? I have two new students. They might play
with you. Have you met Keith or Dev?”
Emily meets Keith and Dev. Keith plays the
drums. Dev plays the guitar. He also sings. They talk
about music for hours. They agree to start a band.
GO ON
UNIT 5
UNIT
They meet at Dev’s house on the weekend.

They discover, or find out, that picking a name
is hard.
“We should name the band after me,” Emily
says. “I write the music. I like the name Marshall
and Friends.”
Dev frowns. “I don’t think so. We should name
the band after the singer.”
“We need a name that we all like,” Keith says.
“We are new to Fallbrook. That is one thing we
have in common.”
Emily agrees. Fallbrook is a good name for
the band.
Fallbrook practices for three months. Keith and
Dev give Emily ideas for new songs.

Fallbrook plays for Mr. Young after school. He
smiles and claps loudly. He asks them to play a
concert for one of his classes.
Emily can’t wait to tell her mother!
GO ON
Name: Date:
Use “A New Band in Town” to answer Numbers 1

through 8.
1 What is Emily’s problem?

A Emily’s mother is a musician.
B Emily does not want to play the piano.
C Emily wants people to listen to her songs.
2 Which sentence from the story explains what

describe means?
A She talks to her band teacher after class.
B “Tell me about them in words.”
C Mr. Young thinks for a moment.

3 What helps Emily solve her problem?
A Mr. Young thinks she should form a band.
B Emily writes about things she knows.
C Her mother plays the piano.
4 What does discover mean in the story?

A find out
B talk about
C pick a name
GO ON
Name: Date:
5 What is Emily’s point of view about naming

the new band?
A She thinks it will be easy.
B She asks Mr. Young to pick a name.
C She wants to name the band after herself.
6 Why does Dev frown?

A He does not like the name Emily suggests.
B He wants to write songs for the band.
C He wants Keith to name the band.
7 How does Keith solve the band’s problem?

A He agrees to start a band.
B He thinks of a name they all like.

C He and Dev give Emily ideas for songs.
8 Which sentence from the story is a clue to

Mr. Young’s point of view about the band?
A They talk about music for hours.
B Fallbrook plays for Mr. Young after school.
C He asks them to play a concert for one of
his classes.
GO ON
UNIT 5
UNIT
Read “Teacher and Friend” before you answer

Teacher and Friend

Anne Sullivan was a teacher. She taught a girl
named Helen Keller. It was a very big job. It was
an enormous task.
Anne was born in 1866. Her mother died when
she was eight. As a result, her father sent her to a
special home. Anne was blind in one eye. So the
home sent her to a school for people who could
not see.
Her teachers knew Anne was smart. They asked
her to help teach the younger kids. Anne finished
school. Then she got a job with the Kellers. They

lived far away. The distance was more than 1,000
miles. The Kellers wanted Anne to help their
daughter, Helen. Helen was six.
Helen was sick when she was a baby. After that,
she could not see or hear. She did not know the
names for things she used. She did not know what
a doll was. She did not know what water was. Anne
wanted Helen to form pictures of things in her
mind. She wanted Helen to use her imagination.
GO ON
UNIT 5
UNIT
Anne put her fingers in Helen’s hands. She drew

letters with them. Helen learned the letters for
“water.” Then Anne put Helen’s hand in water.
Helen spelled the word in Anne’s hand. She knew
what it was! Anne taught Helen many more words.
Soon, Anne took Helen to school. It was the
same school Anne had gone to. People wanted to
know how Anne taught Helen. Helen and Anne
became famous.
Anne was Helen’s friend and teacher for almost
50 years. She helped Helen have a good life.
People still talk about Anne today.
Anne and Helen

1866 1888
Anne is Anne takes
born. Helen to school.
1860 1870 1880 1890

1880 1887
Helen is Anne becomes
born. Helen’s teacher.
GO ON
Name: Date:
Use “Teacher and Friend” to answer Numbers 9

through 15.

It was a very big job. It was an
enormous task.

as enormous ?
A big
B job
C task
10 Why did Anne’s father send her to a

special home?
A Her mother had died.

B She was blind in one eye.
C Her teachers knew she was smart.
11 What happened right BEFORE Anne got a job

with the Kellers?
A Anne put her fingers in Helen’s hands.
B Soon, Anne took Helen to school.

C Anne finished school.
GO ON
Name: Date:

They lived far away. The distance was
more than 1,000 miles. The Kellers wanted
Anne to help their daughter, Helen.
Which words give you a clue about what

distance means?
A far away
B was more
C their daughter

She did not know what water was.
Anne wanted Helen to form pictures of
things in her mind. She wanted Helen
to use her imagination.

imagination means?
A did not know what water was

B pictures of things in her mind
C wanted Helen to use
GO ON
Name: Date:
14 What happened as a result of Anne putting

Helen’s hand in water and spelling the word?
A Helen got a new doll.
B Helen helped younger kids.
C Helen knew what water was.
15 Look at the timeline. When was Helen born?

A 1866
B 1880
C 1888

UNIT 6
UNIT
Read “Why Roses Have Thorns” before you

Why Roses Have Thorns

Long ago, wild roses did not have thorns. They
grew on bushes with smooth stems. Their leaves
rustled in the wind. The fragrant pink flowers
covered the bushes. They were beautiful. They were
also tasty. The Rabbits ate grass. But they also liked
to nibble flowers. They liked to chew leaves. They
ate entire bushes. Soon only a few Rose Bushes
were left in the whole world.
The Rose Bushes had a meeting. They decided
to go see Trickster. They would ask him for help.
Trickster was a strange creature. He got angry
quickly. And he was hard to find. The Rose Bushes

agreed to look for him. They flew away on the
wind. Soon they met a bird. “Trickster is in that
valley,” the bird said. “He is planting a garden.”
The Rose Bushes were happy. They told the
wind to blow them to the valley. As they neared,
they heard Trickster shouting. He was very angry.
The Rose Bushes were scared. They hid behind
some trees.
GO ON
UNIT 6
UNIT
A week before, Trickster had planted roses in

his garden. They were covered with pink flowers.
Then he had gone away. Just before the Rose
Bushes arrived, he had returned. He found that the
Rabbits had eaten his roses.
Now the Rose Bushes knew why Trickster was
angry. They left their hiding place. Trickster was
surprised to see them. He thought that all Rose
Bushes had been eaten. Trickster listened. He
thought for a minute about what to do. He
decided in just a few seconds. He gave the Rose
Bushes thorns to cover their stems. Now the Rabbits
would not be able to eat them. Trickster sent the
Rose Bushes home on the wind.

Ever since that day, all wild roses have had
many thorns.
GO ON
Name: Date:
Use “Why Roses Have Thorns” to answer


They grew on bushes with smooth stems.
Their leaves rustled in the wind.
Which word helps explain what rustled means?

A bushes
B stems
C wind
2 Which sentence is a clue to the lesson the

story teaches?
A The Rose Bushes had a meeting.
They decided to go see Trickster.
C Trickster was a strange creature.
3 Why do the Rose Bushes hide behind

some trees?
A They are scared because Trickster is angry.
B They are hiding from hungry Rabbits.
C They want to surprise Trickster.
GO ON
Name: Date:

He thought for a minute about what to
do. He decided in just a few seconds.

seconds means?
A thought
B minute
C decided
5 What is MOST LIKELY the Rose Bushes’

point of view at the end of the story?
A They are happy to have thorns.
B They are scared of the Rabbits.

C They are angry with Trickster.
6 What is the lesson of the story?

A You should solve problems by yourself.
B Rose Bushes can fly on the wind.
C It is okay to ask for help.
GO ON
UNIT 6
UNIT
Read “Nickels” before you answer Numbers 7

through 15.
Nickels
You are in a store. You reach into your pocket.
You pull out a nickel. What can you buy? Not
much. Can you get a game? You would need to
haul a heavy bag of nickels for that! Still, the nickel
is very interesting.
The first five-cent coin was not called a nickel.
Why? Because it was not made of nickel! Like the
dime, this coin was made of silver. All U.S. coins
used to be made of gold, silver, or copper. It was
the law.
The first five-cent coin was called a half dime.
It was smaller than our nickel. That is because

silver costs more than nickel. The value of silver
coins was based on their weight. So the half dime
was half the weight of a ten-cent dime.
In 1866, Congress told the U.S. Mint to make a
new five-cent coin. It was made of nickel and
copper. It was larger. And it was easier to handle
than the half dime. This coin was called the nickel.
GO ON
UNIT 6
UNIT
Nickel is a hard metal. This caused problems for

coin makers. Machine parts broke. Workers had to
repair the parts. So what did they do? They built
new machines.
The Mint was making the new nickel. But the
half dime was still being made. This presented a
problem. Both coins were in use at the same time.
What was the solution? The U.S. stopped making
the half dime in 1873.
And the nickel we use today? It was first made
in 1938. Thomas Jefferson’s face is on the front. We
all know that a nickel is worth five cents. But most
people do not know the story behind the coin!
GO ON
Name: Date:
Use “Nickels” to answer Numbers 7 through 15.
7 What clue helps you figure out the author’s

purpose for writing the article?
A The author gives many facts about nickels.
B The author asks the reader many questions.
C The author tells many funny stories
about nickels.
8 Read this sentence from the article.

You would need to haul a heavy bag
of nickels for that!

haul means?
A need
B heavy
C nickels
9 Why was the first five-cent coin called

a half dime?
A It was made of silver.
B It was small and hard to handle.
C It was half the weight of a ten-cent dime.
GO ON
Name: Date:
10 What solved the problems caused by nickel

being a hard metal?
A Workers made half dimes.
B Workers built new machines.
C Workers stopped making nickels.

Machine parts broke. Workers had
to repair the parts.
Which word means the OPPOSITE of repair?

A broke
B parts
C workers

12 What problem did the U.S. Mint solve when it
stopped making the half dime?
A The half dime was much harder to handle
than the nickel.
B The half dime and nickel were in use at
the same time.
C The half dime was half the weight of
a dime.
GO ON
Name: Date:

Thomas Jefferson’s face is on the front.
We all know that a nickel is worth
five cents.
Which words help explain what

worth means?
A the front
B all know
C five cents

this article?
A to tell readers the history of the nickel
B to let readers know the value of a nickel
C to teach readers about Thomas Jefferson
15 Look at the bar graph. How much of a nickel

coin is made of copper?
A 25%
B 75%
C 100%

Exit
Assessment
UNIT 1
EXIT
Read “Kim Gets a Book” before you answer

Kim Gets a Book

Dad took Kim to the book store.
She had some money to spend.
Kim wanted to buy an animal book.
Which book would Kim get?
One book had pictures of a lion.
The big cat is wild.
It is not tame like Kim’s cat.
Kim liked the pictures.
But she does not like lions.
She likes Fluff, her cat.
Fluff plays with Kim.

Fluff is a sweet cat.
Dad found a book.
It had pictures of a brown wolf.
A wolf can howl.
Kim has a brown dog named Ruff.
Ruff can howl, too.
Ruff knows how to fetch.
Ruff is a nice dog.
Ruff is not a wolf!
GO ON
178 Grade 2 Exit Assessment • Unit 1
UNIT 1
EXIT
Kim saw a snake book.

Some snakes have spots.
Some snakes have stripes.
It was fun to look at the snake book.
But Kim does not like snakes.
Kim tried to pick a book.
She liked the lion book.
She liked the wolf book.
She liked the snake book.
Kim liked all the animal books.
Then Kim peered around the corner.
She saw another book.
The book had no words or pictures.
It was a large sketch book.
Kim got the sketch book.

Now she can make her own animal book.
Kim can make pictures of Fluff and Ruff!
It is the best book of all!
GO ON
Exit Assessment • Unit 1 Grade 2 179
Name: Date:
Use “Kim Gets a Book” to answer Numbers 1

through 8.
1 Which word is a clue to what spend means?

A wanted
B some
C buy
2 Who takes Kim to the book store?

A Kim
B Dad
C Ruff
3 Who is Fluff?

A Kim’s cat
B Kim’s dog
C Kim’s lion
GO ON
Name: Date:
4 Which word means the OPPOSITE of wild ?

A shop
B tame
C sweet
5 What can a wolf do?

A A wolf can play.
B A wolf can howl.
C A wolf can fetch.

Then Kim peered around the corner.
She saw another book.
Which word is a clue to what peered means?

A around
B corner
C saw
GO ON
Name: Date:
7 Which book does Kim like best?

A the sketch book
B the snake book
C the wolf book
8 What can Kim make?

A a book store
B pictures of Dad
C her own animal book
GO ON
UNIT 1
EXIT
Read “Video Pals” before you answer

Video Pals
Luke lives in Texas.
His pal Ben lives in Canada.
The pals have a nice friendship.
Luke wants to know more about Ben.
Ben wants to know more about Luke.
What does Luke eat?
What sports does Ben like?
Luke and Ben make videos.
Luke plans a lunch.
It is at his ranch.
Dad makes stew.
Mom makes corn.

Luke and Mom make a cake.
It is the shape of Texas.
Ben likes the video.
He thinks the lunch looks tasty!
GO ON
UNIT 1
EXIT
Then Ben plans a lunch.

It is at the lake.
Dad grills fish.
Mom makes a salad.
Ben and Dad make maple leaf candy.
Luke likes the video.
He thinks the lunch looks yummy!
Next Luke makes a sports video.
Luke likes baseball.
The Reds play the Cubs.
Six Cubs make home runs!
Luke cheers for the Cubs!
Ben makes a sports video.
Ben likes hockey.

The Flames play the Jets.
One Jet scores five goals!
Ben cheers for the Jets!
It was fun to make the videos.
It was fun to watch them!
Now the boys will be better friends.
Ben has invited Luke to visit him.
He has asked Luke to come to Canada.
Ben and Luke will have a great time!
GO ON
Name: Date:
Use “Video Pen Pals” to answer Numbers 9

through 15.
9 Which clue tells what friendship means?

A Luke
B pals
C nice
10 How do the boys get to know each other?

A They make videos.
B They make a cake.
C They make home runs.
11 Where does Luke live?

A in Texas
B with Ben
C at the lake
12 What does Ben’s family make for lunch?

A stew, corn, cake
B chili, bread, pie
C fish, salad, candy
GO ON
Name: Date:
13 Which sports team does Luke like?

A Reds
B Cubs
C Flames
14 What is Ben’s favorite sport?

A hockey
B playing
C baseball

Ben has invited Luke to visit him.
He has asked Luke to come to Canada.

Which word means the SAME as invited ?
A visit
B asked
C come

UNIT 2
EXIT
Read “Three Baby Turtles” before you answer

Three Baby Turtles

Brian was riding in the car with his mom. It was
afternoon. They were driving down the dirt road.
“Stop the car!” cried Brian. His mom stopped
the car.
“What is it?” she asked. Brian jumped out of the
car. He went to the side of the road.
“Baby turtles!” he said. There were three baby
turtles. They were crawling in the dirt.
“Oh, they look weak,” said Mom. “I don’t see a
mother turtle. They need some help.”
“Then we should help them,” said Brian. His mom

agreed. Brian put the turtles in a shoebox. They
drove home.
Later, Brian and his mom drove to Betsy’s Pet Store.
They got a big glass tank. This would be the
turtles’ home.
GO ON
UNIT 2
EXIT
“You have to keep the water fresh,” said Betsy.

“That means new water every day or so,”
said Mom.
They got a heat lamp for the tank. They also got
pet food made just for turtles. They had everything
they needed to take care of the turtles.
Every day Brian fed the turtles and changed the
turtles’ water. He kept the tank clean. After a
few weeks, the turtles were healthy. They began
to grow.
“Way to go, Brian,” said Mom. “You saved those
turtles! Now they can grow old. They will be alive
for many years.”
That made Brian feel pretty good.
GO ON
Name: Date:
Use “Three Baby Turtles” to answer Numbers 1

through 7.
1 What are Brian and his mother doing at the

A crawling in the dirt
B going to the pet store
C driving down a dirt road
2 Why does Brian jump out of the car?

A He is with Mom.
B He sees baby turtles.
C He likes to jump in the road.
3 What problem do the turtles have?

A They look weak and need help.
B They are crawling in the dirt.
C They live with Brian.
4 Which sentence from the story tells why

Brian gets a tank?
A His mom agreed.
B This would be the turtles’ home.
C They got a heat lamp for the tank.
GO ON
Name: Date:
5 Which sentence from the story helps you

know what fresh means?
A “Oh, they look weak,” said Mom.
B “Then we should help them,” said Brian.
C “That means new water every day or so,”
said Mom.
6 How does Brian solve the turtles’ problem?

A Brian feeds and cares for the turtles.
B Brian puts the turtles in a shoebox.
C Brian gets a mother turtle.

“Way to go, Brian,” said Mom. “You saved
those turtles! Now they can grow old.
They will be alive for many years.”
Which words help explain what alive means?

A way to go
B those turtles
C can grow old
GO ON
UNIT 2
EXIT
Read “Big Owl’s Big Night” before you answer

Big Owl’s Big Night

The sun is going down. In the forest, most animals
are going to sleep. Not Big Owl! Big Owl is a Great
Horned Owl. His night has only begun!
Owls like the night. Hunters cannot see an owl’s
wings flapping, or moving up and down.
Big Owl wakes up in his nest. Like other owls, his
nest is in a hole in a tree.
He steps onto a branch. He begins to sing. Owls
use their voices to call to other owls. Big Owl hoots.
“I am here!” he is saying. He listens. Others owls
hoot back.
GO ON
UNIT 2
EXIT
It is getting very dark out. It is time to eat. Owls

like to feast on mice. Big Owl sits on a branch. He
looks below. His eyes are sharp. He can see in the
dark. Soon enough, he spies a mouse! He sees it
running. Big Owl swoops down. He uses his large
talons, or claws, to grab his dinner.
Hours later, the sun comes up. It is too light out for
Big Owl. Crows may be near. Crows like to bother
Big Owl. It is time for bed. Big Owl flies back to his
tree. He climbs into his hole. He falls asleep.
GO ON
Name: Date:
Use “Big Owl’s Big Night” to answer Numbers 8

through 15.
8 What is the MAIN topic of the article?

A when most animals go to sleep
B where owls make their nests
C what owls do at night
9 Why do owls like the night?

A Hunters cannot see their wings.
B It is a good time to sleep.
C They can stay in a hole.
10 Which words from the aricle tell what

flapping means?
A an owl’s wings
B wakes up in his nest
C moving up and down
GO ON
Name: Date:
11 What is a key detail about some owls’ nests?

A The nests are in the holes of trees.
B The nests are where owls eat their meals.
C The nests are good places for owls to sing.
12 What do owls use their voices for?

A to call to other owls
B to find their dinner
C to bother crows
13 Look at the diagram on page 191. Which body

part gives the Great Horned Owl its name?
A dark ring

B ear tufts
C talons
GO ON
Name: Date:

It is getting very dark out. It is time to
eat. Owls like to feast on mice. Big Owl
sits on a branch. He looks below.
Which words help you know what feast means?

A very dark out
B time to eat
C looks below

Soon enough, he spies a mouse! He sees
it running. Big Owl swoops down.
Which words mean about the SAME as spies?

A sees it running
B swoops down
C soon enough

UNIT 3
EXIT
Read “The Mural” before you answer Numbers 1

through 8.
The Mural
“All right, class,” Mr. Smith said. “Please sit down.”
The school mural contest was about to take place.
Each year, Mr. Smith chose one design. Then a new
mural was painted in the hallway.
“I’m going to win,” Liz said. “I can feel it.” Liz
enjoyed painting. It was her favorite thing to do.
“Sorry,” Mike said. “This is my year.” Mike loved to
draw. He always drew shapes in his notebook.
The next day, Mike was sitting on a bench in the
playground. He was working on his design. Liz

walked over and sat down next to him.
“Hey, Mike,” Liz said. “Can I borrow a
black marker?”
“Sure. I’ll lend you a marker if you let me see
your design. Deal?”
“Deal,” replied Liz. Then she opened her sketch
book to reveal her desert scene.
“Wow!” Mike cried. “Your sand is pink! And that
cactus is blue! That is so cool.”
GO ON
Name: Date:
“Let me see your design,” Liz said. Mike opened

his notebook. The page was filled with ovals, lines,
and dots. Liz had never seen anything like it. She
closed her book.
“Your design is better than mine,” she said. “I don’t
think I’ll enter the contest this year.”
“My design is good,” Mike said. “But your colors
are better. I have an idea. Let’s use my design and
your colors. Let’s enter the contest together.”
One week later, Mike and Liz stood in front of their
new mural. They both smiled as their classmates
clapped and cheered.
Use “The Mural” to answer Numbers 1 through 8.

1 What happens FIRST in the story?

A Mr. Smith asks the class to sit down.
B Mike sits on a playground bench.
C Liz opens her sketch book.
GO ON
Name: Date:
2 Which sentence from the story helps explain

what enjoyed means?
A Each year, Mr. Smith chose one design.
B It was her favorite thing to do.
C Mike opened his notebook.
3 What happens right AFTER Liz says she is

going to win the contest?
A The mural contest ends.
B Mr. Smith’s class sits down.
C Mike says it is his year to win.
4 Which word is a clue to what borrow means?

A said
B lend
C see
5 What happens AFTER Mike lends Liz a marker?

A Liz starts to draw her design.
B Liz sits next to Mike on the bench.
C Liz reveals her desert scene to Mike.
GO ON
Name: Date:
6 What happens BEFORE Mike says he and Liz

should enter the contest together?
A Mike says Liz’s colors are better than his.
B Mike says Liz’s design is better than his.
C Mike and Liz smile at their classmates.
7 Why do Liz and Mike stand in front of their

new mural at the END of the story?
A They decided not to enter the contest.
B They are the winners of the contest.
C They did not win the contest.

They both smiled as their classmates

clapped and cheered.

as cheered ?
A smiled
B classmates
C clapped
GO ON
UNIT 3
EXIT
Read “Volcanoes” before you answer Numbers 9

through 15.
Volcanoes
Volcanoes are mountains with an opening at the
top. Liquid rock is under a volcano. Pressure builds
inside. The pressure can get high. Then the volcano
erupts. Liquid rock shoots out of the opening. The
liquid rock flows out. It flows down the mountain.
Gas shoots out. The gas fills the air. Hot volcanic
ash covers the ground.
Bad things can happen when volcanoes erupt. Ash
and liquid rock damage homes. They harm
animals and plants. They knock down forests.
GO ON
UNIT 3
EXIT
Good things can happen when volcanoes erupt,

too. Are you surprised?
Volcanic ash improves the soil. It is full of minerals.
Liquid rock cools and breaks down. This also helps
the soil. Farms near volcanoes do well. They
produce lots of vegetables.
Underground water near volcanoes gets very hot.
People drill wells. The water comes out as steam.
This steam is used to make electricity. Then the
steam cools. It becomes hot water again. This
water can heat homes.
Volcanoes attract visitors. Some volcanoes create
amazing geysers. Tourists wonder at the water
shooting up. What a great show!
GO ON
Name: Date:
Use “Volcanoes” to answer Numbers 9

through 15.
9 What happens when a volcano erupts?
A Hot ash shoots into the mountain.

B Liquid rock flows down the mountain.
C The mountain has an opening at the top.

Bad things can happen when volcanoes
erupt. Ash and liquid rock damage homes.
They harm animals and plants.
Which word tells you what damage means?

A erupt

B liquid
C harm
GO ON
Name: Date:
11 Why did the author include a diagram in

the article?
A to add more details about volcanoes
B to show good things volcanoes do
C to make the article look nicer
12 Look at the diagram on page 200. What is

the opening at the top of a volcano called?
A volcanic ash
B liquid rock
C crater
13 Which sentence from the article supports the

idea that volcanoes improve the soil?
A Farms near volcanoes do well.

B The water comes out as steam.
C Liquid rock cools and breaks down.
GO ON
Name: Date:
Some volcanoes create amazing geysers.

Tourists wonder at the water shooting up.
Which clue word helps explain what

amazing means?
A geysers
B wonder
C shooting

this article?
A to tell a story about how volcanoes erupt
B to give reasons why tourists like volcanoes

C to explain why volcanoes are bad and good

UNIT 4
EXIT
Read “Two Big Lakes” before you answer

Two Big Lakes

Lakes are all over the country. But not all lakes are
alike. Crater Lake and Great Salt Lake are famous
lakes. Crater Lake is in Oregon. Great Salt Lake is
in Utah. People love to see these lakes. They travel
from all over.
How They Formed

The two lakes were formed in different ways. A
volcano erupted 7,000 years ago. This caused a
hole in the earth, or ground. Rainwater filled the
hole. This became Crater Lake.
Great Salt Lake formed from an older lake. This old

lake was huge! It was ten times bigger than Great
Salt Lake. The old lake shrank. Great Salt Lake is
what was left.
One Salty, One Fresh

The water in Great Salt Lake is salty. Rivers bring
small amounts of salt to the lake. However, the
water cannot flow to the sea. The salt stays in the
lake. Great Salt Lake is too salty for fish. There are
no fish in Great Salt Lake.
GO ON
Name: Date:
The water in Crater Lake is fresh. It is not salty.

There are fish in Crater Lake. People put them
there so they could go fishing.
Fun for Everyone

Both lakes get plenty of visitors. Lots of people go
to see them.
The lakes are pretty. Crater Lake has very blue
water. It is as blue as the sky. Mountains are all
around Crater Lake. People hike in the mountains.
At Great Salt Lake, people play on the shore. They
play in the sand.
You should go to one of these places. Each location
is very interesting.

Use “Two Big Lakes” to answer Numbers 1
through 8.

This caused a hole in the earth, or
ground. Rainwater filled the hole.
Which word means the SAME as earth?

A filled
B caused
C ground
GO ON
Name: Date:
2 What caused Crater Lake to form?

A a volcano erupted
B an older lake shrank
C a river flowed to the sea
3 Why are there no fish in Great Salt Lake?

A The water cannot flow to the sea.
B The water is as blue as the sky.
C The water has too much salt.
4 How are the two lakes DIFFERENT?

A One has salt water and one has fresh water.
B One is in Oregon and one is in a crater.
C One is pretty and one is not.
5 How are the two lakes ALIKE?

A Both lakes are in Utah.
B Both lakes get lots of visitors.
C Both lakes were formed by older lakes.
GO ON
Name: Date:
6 Which word from the article means almost

the SAME as plenty?
A lots
B very
C pretty
7 Which subheading would you use to find out

about things to do at the lakes?
A How They Formed
B One Salty, One Fresh
C Fun for Everyone

You should go to one of these places.
Each location is very interesting.

as location?
A places
B should
C these
GO ON
UNIT 4
EXIT
Read “Raj and Me” before you answer

Raj and Me
“Okay, class,” said Ms. Lewis. “Today we will
be working on a project. You and your partner
will create a report. It will be about a holiday
you celebrate.”
I was happy. These kinds of projects always
excite my interest.
“Luis,” she said to me. “You will be working
with Raj.”
This worried me. It wasn’t that I did not like Raj.
I did. But Raj had just moved here from India. My
family and I come from Mexico. I did not think we

would have very much in common.
“What should we do our report about?” I asked.
“I don’t know much about American holidays,”
said Raj.
“Hmm,” I said. “Well, what holidays does your
family celebrate?”
“We celebrate India’s Day of Freedom,” said Raj.
“My family celebrates a Mexican Day of Freedom,”
I said.
GO ON
UNIT 4
EXIT
Raj and I talked about the two holidays. Both

holidays celebrate freedom. India became free
from Great Britain in 1947. Mexico became free
from Spain in 1821.
“My favorite part is the food we eat,” said Raj. “My
parents cook up a big feast!”
“We have a feast, too,” I said. “But my favorite
part is the parades. There are bands. There are
lots of people marching around the block.”
“They have parades in India, too,” said Raj.
We decided to do our report on both of our
holidays. Ms. Lewis loved it. So did the rest of the
class. I was glad Raj was my partner!
GO ON
Name: Date:
Use “Raj and Me” to answer Numbers 9

through 15.

I was happy. These kinds of projects
always excite my interest.
Which word gives you a clue about what

excite means?
A happy
B always
C projects
10 Why is Luis worried about having Raj as

his partner?
A He thinks Raj will do all the work.
B He thinks the project will be too easy.

C He thinks they do not have a lot in common.
11 How is Raj DIFFERENT from Luis?

A Raj celebrates a Day of Freedom.
B Raj is from India and Luis is from Mexico.
C Luis wants to report on American holidays.
GO ON
Name: Date:
12 How are Raj and Luis ALIKE?

A They are in the same class.
B They come from the same place.
C They both like to march in parades.

“But my favorite part is the parades.
There are bands. There are lots of people
marching around the block.”

parades means?
A favorite part
B people marching

C around the block
GO ON
Name: Date:
14 What happens when Luis and Raj work

together on the project?
A They learn more about each other.
B They write about one holiday.
C They become best friends.
15 What is the theme of this story?

A People from India and Mexico have
freedom holidays.
B People from different places can
be alike in many ways.
C People do better when they work on
projects by themselves.

UNIT 5
EXIT
Read “Saving the Birds” before you answer

Saving the Birds

Boyd attends the first meeting of the nature
club. The advisor asks students to think of ways to
help animals. Boyd thinks about his brother.
Boyd’s brother is much older. His name is Jack.
He studies biology at school. He plans to become
a veterinarian.
Jack is one of Boyd’s heroes. He brags about
Jack all the time. Jack feels strongly about the
environment. He wants to protect Earth’s
resources. This includes all things found in nature
that people can use.

Years ago, Jack helped clean a beach after an
oil spill. Jack passed many birds on the beach.
They were covered in oil. They could not fly away.
He wanted to help them.
Jack volunteered, or offered his time, to help
the birds. He worked with a bird rescue center. He
learned how to clean birds with a mild soap. The
birds were fed. Then they swam in small pools.
They stayed at the center for weeks.
GO ON
Name: Date:
Boyd calls Jack. He tells him about the nature

club. He asks if he can go to the rescue center. He
wants to take care of the birds.
Jack says Boyd is too young. He will not be able
to care for the birds. He has to learn about them
first. Then he can clean their cages.
Jack takes Boyd to the center. Two birds have
been hurt by an oil spill. Jack is patient with them.
He calmly waits for them to relax. He tells Boyd the
birds are scared. Jack gently washes the birds. He
cleans their feathers with soap. Later, Boyd helps
Jack feed the birds. He cleans their cages.
Jack says the birds will live. Boyd is happy he
helped them. Boyd will talk to the nature club
about his bird rescue work.
Use “Saving the Birds” to answer Numbers 1

through 8.
1 How does Boyd show what he thinks of Jack?

A Boyd attends a nature club meeting.
B Boyd brags about Jack all the time.
C Boyd thinks Jack is much older.
GO ON
Name: Date:

He wants to protect Earth’s resources.
This includes all things found in nature
that people can use.

resources means?
A people can use
B wants to protect
C things found in nature
3 What problem does the oil spill cause?

A The birds are covered in oil.
B The birds do not need any help.

C The birds fly away from the spill.
4 Which word from the story means about the

SAME as volunteered ?
A passed
B wanted
C offered
GO ON
Name: Date:
5 How does Jack help solve the birds’ problem?

A He is Boyd’s older brother.
B He sees the oil spill on the beach.
C He helps clean the birds’ feathers.
6 What is Boyd’s problem?

A Jack says he is too young.
B Jack says the birds will live.
C Jack is one of Boyd’s heroes.
7 What is Boyd’s point of view about working

with Jack at the rescue?
A He is happy because he helped the birds.
B He could not clean the oil from the birds.

C He wants to be a veterinarian like Jack.
8 Which sentence from the story helps explain

what patient means?
A They stayed at the center for weeks.
B He calmly waits for them to relax.
C Jack says the birds will live.
GO ON
UNIT 5
EXIT
Read “Rules for Being Active” before you

Rules for Being Active

Most states require schools to have physical
education classes, but not all do. As the U.S.
government focuses more on health and nutrition,
states may have kids spending more time in
the gym.
Why is being active important? Active kids have
more energy. They do not get sick so easily. They
are more alert.
Kids do not have to go to school to be active.
They can jog. They can do yoga. They can meet
friends in the park. They can form, or make, a

soccer team.
There are many ways to exercise. Health
and fitness Web sites provide rules for getting
started safely.
Start with small changes. Stop if you feel pain.
Have you been sick? Do you have an injury? See a
doctor first.
Kids should exercise for an hour at least
five days a week. Adults should exercise for
30 minutes daily.
GO ON
UNIT 5
EXIT
Here are three kinds of exercises everyone

should do. The first exercise makes the heart beat
faster. It includes running. The second one builds
strength. It includes curls and lunges. The third
kind involves doing stretches.
Wear clothes that are right for the gym or park.
Buy shoes that give you support.
Drink water. You do not have to be thirsty.
Stretch for five to 10 minutes after exercising.
Hold each stretch for 20 to 30 seconds. Stretching
prevents injuries.
Try to be more active right now. Add extra steps
to each task. Take the stairs, not the elevator. Do
an extra chore at home. Walk around the block as
you talk on the phone. Slowly work toward

challenging, or difficult, tasks.
It is easy to be active and have fun. Just follow
these simple rules.
Rules for Exercising Reason

Drink water Stay hydrated
Wear the right shoes Prevent injury
Stretch muscles Prevent soreness and injury
GO ON
Name: Date:
Use “Rules for Being Active” to answer

9 What may be a result of the U.S. government

focusing more on health and nutrition?
A Some states may require physical education
classes in school.
B States may have kids spending more time
in the gym.
C Kids may have to learn three different
exercises.
10 What is one thing that happens when kids

become more active?
A They have more energy.
They do not have to go to school.

B
C They can meet friends on a team.
GO ON
Name: Date:
11 Read these sentences from the article:

They can meet friends in the park.
They can form, or make, a soccer team.
Which word means about the SAME as form ?

A meet
B make
C team
12 What is the FIRST thing to do to get ready to

exercise safely?
A Wait for an adult.
B Exercise for an hour.
C Start with small changes.
13 What should you do right AFTER exercising?

A Stretch for five to 10 minutes.
B Walk around the block.
C Wear the right clothes.
GO ON
Name: Date:
14 Look at the chart. Why should you wear the

right shoes when you exercise?
A to stretch muscles
B to prevent injury
C to stay hydrated

Slowly work toward challenging,
or difficult, tasks.

challenging means?
A work
B toward

C difficult

UNIT 6
EXIT
Read “Sun Power” before you answer Numbers 1

through 9.
Sun Power
We have plenty of energy. We heat our homes
with oil. We run our cars on gas. But gas and oil
will run out. We need other resources. Solar power
is a good choice. It comes from the Sun.
People have used the Sun’s heat for thousands
of years. They built homes to catch sunlight during
the winter. In the 1830s, a British scientist invented
a solar collector. He made the device to cook food.
Today, we can use the Sun’s power for many things.
We use solar power two ways. One way is as a
heat source. Solar power can be changed to heat.
Then it is used to heat water. It is used to heat

school rooms.
The second way is as an energy source.
Electricity is formed using solar panels. The panels
take the energy from sunlight. They turn it into
electricity. Have you seen highway signs with
flashing messages? Solar panels are on those signs.
You can see solar panels on top of houses, too.
GO ON
UNIT 6
EXIT
Solar panels are not harmful. Solar power does

not pollute the air. But this resource is not perfect.
The amount of sunlight we get does not stay the
same. It depends on the time of day and year. It
changes with the weather. One place does not get
that much energy from the Sun at any one time. So
a large area is needed to collect the energy.
Like oil and gas, solar energy can be used as

power. Solar power can be used to cook food. It
can run machines like laptops. It can power cars.
It is free. And it will never run out.
GO ON
Name: Date:
Use “Sun Power” to answer Numbers 1

through 9.
1 What is the problem with gas and oil?

A They heat our homes.
B They are resources.
C They will run out.
2 Which words from the article tell you what

solar means?
A plenty of energy
B heat our homes
C from the Sun

In the 1830s, a British scientist invented
a solar collector. He made the device to
cook food.
Which words help you understand what the

scientist invented ?
A in the 1930s
B a solar collector
C made the device
GO ON
Name: Date:
4 Why is solar power an important resource?

A It is a source of heat and energy.
B It makes solar panels for homes.
C It depends on the weather.
5 What is the purpose of the diagram in

the article?
A to tell how to use solar heat
B to explain how solar panels work
C to show how much solar energy costs
6 Look at the diagram. Where does electric

current go AFTER it leaves the controller?

A the Sun
B solar panels
C battery system
GO ON
Name: Date:
7 Which sentence from the article is a MAIN

idea about solar power?
A The amount of sunlight we get does not
stay the same.
B Like oil and gas, solar energy can be used
as power.
C You can see solar panels on top of
houses, too.

Solar power can be used to cook
food. It can run machines like laptops.

as machines?
A cook
B power
C laptops
9 Why did the author write this article?

A to teach readers about solar power
B to show readers how to build solar panels
C to tell readers about the first solar collector
GO ON
UNIT 6
EXIT
Read “Why Turkey Gobbles” before you answer

Why Turkey Gobbles

Long ago, the animals played many games. The
birds liked to play ball games. They shouted just as
players do today. Some yelled better than others.
Grouse had a good voice. He could shout loudly
at the ball game. “Let’s go team!” he would shout.
But Turkey could not shout. Turkey could make no
noise at all.
One day, Turkey talked to Grouse after a game.
“Will you teach me how to use my voice?” Turkey
asked. “Will you give me lessons?”

“Of course I will,” Grouse said. “But I want
something in return.” Grouse looked at Turkey for
a minute. “I like your dazzling black feathers,” he
said. “They are so bright. Will you give me some
of your feathers? Then I can make a collar for
my neck.”
“You want my feathers?” Turkey asked. “Well, I
guess that would be fair.” So Turkey plucked some
of his finest feathers. He gave them to Grouse. That
is how Grouse got his collar of feathers.
GO ON
UNIT 6
EXIT
They began the voice lessons. Turkey was a fast

learner. Soon Grouse thought Turkey was ready. It
was time to try Turkey’s voice at a distance. He
wanted to see how far Turkey could shout.
“Please go stand by those crops of corn,”
Grouse said. “I will stand here. I will give the signal
by tapping on this tree. Then you shout as loudly as
you can.”
Turkey was eager and excited. Grouse gave the
signal. Turkey tried to shout. He tried again. But he
could not raise his voice. All he could say was,
“Gobble! Gobble! Gobble!”
Ever since that day, whenever Turkey hears a
noise, he can only gobble.
GO ON
Name: Date:
Use “Why Turkey Gobbles” to answer

10 What is Turkey’s point of view about Grouse

at the BEGINNING of the story?
A Grouse would be a good voice teacher.
B Grouse is good at playing ball games.
C Grouse cannot make any noise at all.

“I like your dazzling black feathers,”
he said. “They are so bright.”

as dazzling?
A black

B bright
C feathers
12 Why does Turkey think it is fair to give Grouse

some feathers?
A Grouse will give Turkey some feathers.
B Grouse will give Turkey voice lessons.
C Grouse will give Turkey a signal.
GO ON
Name: Date:

“Please go stand by those crops of corn,”
Grouse said.
Which word helps explain what crops means?

A stand
B those
C corn
14 Which sentence BEST supports the lesson of

the story?
A Soon Grouse thought Turkey was ready.
B But he could not raise his voice.
C Turkey was a fast learner.
15 What is the lesson of the story?

A Things do not always work out the way
we hope they will.
B It is good to give something in return
for lessons.
C Animals do not make good teachers.

Fluency
Assessment
Oral Reading Fluency Grade 2
Jazz
My name is Phillip. This is my pet hamster Jazz.
He is brown with spots of white.
He has a little pink nose.
He is small and very cute.
This is his cage. It is where he plays and sleeps.
He sleeps most of the day. He plays at night.
There is a wheel in his cage. Jazz likes to run.
He goes up on the wheel.
He goes down on the wheel.
Then Jazz drinks some water and eats.
I change his water and food every day.
Jazz is the best.

√ Who is Jazz?
√ What does the narrator think of Jazz?
234 Grade 2 Oral Reading Fluency Assessment

Name: Date:
Jazz
10 My name is Phillip. This is my pet hamster Jazz.
17 He is brown with spots of white.
23 He has a little pink nose.
29 He is small and very cute.
40 This is his cage. It is where he plays and sleeps.
50 He sleeps most of the day. He plays at night.
61 There is a wheel in his cage. Jazz likes to run.
67 He goes up on the wheel.
73 He goes down on the wheel.
80 Then Jazz drinks some water and eats.
88 I change his water and food every day.
92 Jazz is the best.
√ Who is Jazz?
√ What does the narrator think of Jazz?
Words Read - Errors = WCPM PROSODY
L1 L2 L3 L4
Fall (51 WCPM)
Reading in Phrases O O O O
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Self-correction O O O O
WCPM ÷ Words Read = Accuracy %
Intonation O O O O
Oral Reading Fluency Assessment Grade 2 235

So Many Ants
There are many kinds of ants.
Most ants are small.
But some are big. Ants can be one inch long.
Most ants are black.
There are yellow and green ants too.
There are even purple ants.
Some ants live in trees.
Others make nests in sand.
Ants are strong. They can lift big things.
They can lift things that are bigger than them!
Ants help each other. Some ants make nests.
Other ants protect the nests.

A different group looks for food.
There is another important job.
It is to care for baby ants.
Look for ants in a park. They are fun to watch!
√ What is the MAIN idea of the article?
√ How do ants help each other?

Name: Date:
So Many Ants
6 There are many kinds of ants.
10 Most ants are small.
20 But some are big. Ants can be one inch long.
24 Most ants are black.
31 There are yellow and green ants too.
36 There are even purple ants.
41 Some ants live in trees.
46 Others make nests in sand.
54 Ants are strong. They can lift big things.
63 They can lift things that are bigger than them!
71 Ants help each other. Some ants make nests.
76 Other ants protect the nests.
82 A different group looks for food.
87 There is another important job.
94 It is to care for baby ants.
105 Look for ants in a park. They are fun to watch!
√ What is the MAIN idea of the article?

√ How do ants help each other?
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

Elephant and Turtle

Elephant sat up and looked at the clock.
He would be late for school!
Elephant got dressed. He ate a banana.
He grabbed his books.
He put them in a backpack.
Elephant ran down the street.
He had to get to school!
On the way, he saw Turtle.
Turtle was also late for school.
Turtle walked very slowly.
Elephant knew that Turtle would be very late.
He knew that Turtle would get in trouble.

So Elephant had an idea.
He put Turtle in his backpack.
Elephant ran all the way to school.
They got to class before the bell rang.
They were not late.
√ How does Elephant help Turtle?
√ What is the message of this story?

Name: Date:
Elephant and Turtle

8 Elephant sat up and looked at the clock.
14 He would be late for school!
21 Elephant got dressed. He ate a banana.
25 He grabbed his books.
31 He put them in a backpack.
36 Elephant ran down the street.
42 He had to get to school!
48 On the way, he saw Turtle.
54 Turtle was also late for school.
58 Turtle walked very slowly.
66 Elephant knew that Turtle would be very late.
74 He knew that Turtle would get in trouble.
79 So Elephant had an idea.
85 He put Turtle in his backpack.
92 Elephant ran all the way to school.
100 They got to class before the bell rang.
104 They were not late.
√ How does Elephant help Turtle?

√ What is the message of this story?
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

Bird Homes
Where do birds live? Birds live in many places.
This bird lives in a park. It hops in the grass.
It picks up twigs with its beak.
The bird uses twigs to make a nest.
Look into the nest. What do you see?
You may see eggs. You may see baby birds.
This bird lives in the woods.
Do you hear that sound?
The bird is pecking a hole in a tree. It is loud.
His beak is strong to peck a hole.
It cuts a hole in the tree for a home.

√ What do birds use to make a nest?
√ Why does a bird make a hole in a tree?

Name: Date:
Bird Homes
9 Where do birds live? Birds live in many places.
20 This bird lives in a park. It hops in the grass.
27 It picks up twigs with its beak.
35 The bird uses twigs to make a nest.
43 Look into the nest. What do you see?
52 You may see eggs. You may see baby birds.
58 This bird lives in the woods.
63 Do you hear that sound?
75 The bird is pecking a hole in a tree. It is loud.
83 His beak is strong to peck a hole.
93 It cuts a hole in the tree for a home.
√ What do birds use to make a nest?

√ Why does a bird make a hole in a tree?
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

Crab and Clam

One day, Crab saw Clam on the beach.
He said, “You are like me.”
Crab had a shell. Clam had one, too.
Clam said, “Yes, and we both live near the sea.”
Crab had many strong legs.
He could run very fast.
He said, “Can you run, Clam?”
“No,” said Clam. He was slow.
Clam had one foot.
He used it to get around. It could scoop sand.
Clam ate plants.
He asked, “What do you eat, Crab?”

“I eat clams!” said Crab.
Crab didn’t look so friendly anymore.
Clam moved as fast as he could.
“Bye!” yelled Clam.
√ How are Clam and Crab alike?
√ Why does Clam leave at the end of the story?

Name: Date:
Crab and Clam

8 One day, Crab saw Clam on the beach.
14 He said, “You are like me.”
22 Crab had a shell. Clam had one, too.
32 Clam said, “Yes, and we both live near the sea.”
37 Crab had many strong legs.
42 He could run very fast.
48 He said, “Can you run, Clam?”
54 “No,” said Clam. He was slow.
58 Clam had one foot.
68 He used it to get around. It could scoop sand.
71 Clam ate plants.
78 He asked, “What do you eat, Crab?”
83 “I eat clams!” said Crab.
89 Crab didn’t look so friendly anymore.
96 Clam moved as fast as he could.
99 “Bye!” yelled Clam.
√ How are Clam and Crab alike?

√ Why does Clam leave at the end of the story?
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

Let’s Ski!
Many children ski. It is fun to ski in the snow.
Children dress to stay warm.
They dress to stay dry.
Snow is very cold. It is wet.
They wear goggles.
These keep snow out of their eyes.
Children use small skis. They are easy to use.
First they go down small hills. They don’t go fast.
They practice a lot on small hills.
Later they jump over small bumps.
It is fun to ski over bumps of snow.
Adults must be near when children ski.

Adults make sure no one gets hurt. Let’s ski!
√ What do goggles do?
√ Who needs to be close when children ski?

Name: Date:
Let’s Ski!
11 Many children ski. It is fun to ski in the snow.
16 Children dress to stay warm.
21 They dress to stay dry.
28 Snow is very cold. It is wet.
31 They wear goggles.
38 These keep snow out of their eyes.
47 Children use small skis. They are easy to use.
57 First they go down small hills. They don’t go fast.
64 They practice a lot on small hills.
70 Later they jump over small bumps.
79 It is fun to ski over bumps of snow.
86 Adults must be near when children ski.
95 Adults make sure no one gets hurt. Let’s ski!
√ What do goggles do?

√ Who needs to be close when children ski?
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

Mandy and Paul

Mandy always plays ball with Paul.
They like to play on the lawn.
Mandy is six and Paul is four.
Mandy throws the ball to Paul.
The ball flies past Paul. It goes into the street.
Paul runs to get the ball.
Mandy calls, “No, Paul! Don’t get the ball!
Stay on the lawn!”
Mandy runs to stop Paul.
She grabs his arms. She sticks to him like glue!
Mandy makes Paul stop.
Mom and Dad run outside.

“Nice job, Mandy!” Mom says. “You saved Paul!”
“I always want Paul safe,” Mandy says.
√ What are Mandy and Paul doing?
√ How does Mandy help Paul?

Name: Date:
Mandy and Paul

6 Mandy always plays ball with Paul.
13 They like to play on the lawn.
20 Mandy is six and Paul is four.
26 Mandy throws the ball to Paul.
36 The ball flies past Paul. It goes into the street.
42 Paul runs to get the ball.
50 Mandy calls, “No, Paul! Don’t get the ball!
54 Stay on the lawn!”
59 Mandy runs to stop Paul.
69 She grabs his arms. She sticks to him like glue!
73 Mandy makes Paul stop.
78 Mom and Dad run outside.
86 “Nice job, Mandy!” Mom says. “You saved Paul!”
93 “I always want Paul safe,” Mandy says.
√ What are Mandy and Paul doing?

√ How does Mandy help Paul?
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

Firefighters
The firefighters wait in the station.
They are ready for a fire.
The alarm goes off! It is very loud.
The firefighters put on jackets.
The jackets will keep them safe.
Then they jump into the fire truck.
The lights on the truck turn on. The siren blasts.
It is loud so that other cars will clear the way.
The firefighters race to the fire.
Someone gave 911 the address.
The truck can get to the fire fast.
The firefighters work to stop the heat and fire.

They have a special hose. It puts the fire out.
Firefighters save lives.
√ Why is the fire truck siren so loud?
√ How do firefighters know there is a fire?

Name: Date:
Firefighters
6 The firefighters wait in the station.
12 They are ready for a fire.
20 The alarm goes off! It is very loud.
25 The firefighters put on jackets.
31 The jackets will keep them safe.
38 Then they jump into the fire truck.
48 The lights on the truck turn on. The siren blasts.
59 It is loud so that other cars will clear the way.
65 The firefighters race to the fire.
70 Someone gave 911 the address.
78 The truck can get to the fire fast.
87 The firefighters work to stop the heat and fire.
97 They have a special hose. It puts the fire out.
100 Firefighters save lives.
√ Why is the fire truck siren so loud?

√ How do firefighters know there is a fire?
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

Joan’s Daydream
Joan did not want to play hopscotch.
But Maria said it would be fun.
Maria threw the first stone.
The stone landed on the first square.
Maria hopped over that square. Joan watched.
But Joan did not pay much attention.
She started to daydream.
Joan looked at squares. She watched Maria hop.
Wherever Maria hopped, flowers sprouted up!
Maria kept hopping. More flowers grew.
The flowers grew taller and taller.
Soon the hopscotch court was a jungle!

Joan heard a voice.
It came from deep in the jungle.
It was Maria’s voice!
She was telling Joan that it was her turn.
√ What are Joan and Maria playing?
√ How can the reader tell that Joan is

daydreaming?

Name: Date:
Joan’s Daydream
7 Joan did not want to play hopscotch.
14 But Maria said it would be fun.
19 Maria threw the first stone.
26 The stone landed on the first square.
33 Maria hopped over that square. Joan watched.
40 But Joan did not pay much attention.
44 She started to daydream.
52 Joan looked at squares. She watched Maria hop.
58 Wherever Maria hopped, flowers sprouted up!
64 Maria kept hopping. More flowers grew.
70 The flowers grew taller and taller.
77 Soon the hopscotch court was a jungle!
81 Joan heard a voice.
88 It came from deep in the jungle.
92 It was Maria’s voice!
101 She was telling Joan that it was her turn.
√ What are Joan and Maria playing?

√ How can the reader tell that Joan is daydreaming?
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

All Kinds of Holidays

Holidays are fun.
There are many different holidays.
One holiday, we give thanks for what we have.
Families share special meals.
What is this celebration called?
On another special day, there are parades.
There are lots of floats.
There are fireworks at night.
What is that holiday called?
Another holiday celebrates veterans.
People make speeches.
We remember veterans.

What is this day called?
Have you heard of a holiday called Arbor Day?
People plant new trees in dirt.
They try to help Earth.
What is your favorite holiday?
√ Which holiday in the article is MOST LIKELY

July 4th?
√ What do people do on Arbor Day?

Name: Date:
All Kinds of Holidays

3 Holidays are fun.
8 There are many different holidays.
17 One holiday, we give thanks for what we have.
21 Families share special meals.
26 What is this celebration called?
33 On another special day, there are parades.
38 There are lots of floats.
43 There are fireworks at night.
48 What is that holiday called?
52 Another holiday celebrates veterans.
55 People make speeches.
58 We remember veterans.
63 What is this day called?
72 Have you heard of a holiday called Arbor Day?
78 People plant new trees in dirt.
83 They try to help Earth.
88 What is your favorite holiday?
√ Which holiday in the article is MOST LIKELY July 4th?

√ What do people do on Arbor Day?
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

Carly in the Dark

My name is Carly.
I’m a smart kid, but I don’t like the dark.
It doesn’t matter if I am very tired.
As soon as Mom turns out the light, I’m awake.
Poor me! I pull my blanket up to my chin.
Then I look around my room.
Shapes seem to creep out of the walls.
I shout, “Mom!”
Mom says that the dark can play tricks.
“It’s just car lights shining inside,” she says.
Still, it’s hard to sleep. So Mom has a plan.
She will get me a night-light. She’s so smart!

Now I will sleep through the night.
√ What is Carly’s problem?
√ How does Mom solve the problem?

Name: Date:
Carly in the Dark

4 My name is Carly.
14 I’m a smart kid, but I don’t like the dark.
22 It doesn’t matter if I am very tired.
32 As soon as Mom turns out the light, I’m awake.
42 Poor me! I pull my blanket up to my chin.
48 Then I look around my room.
56 Shapes seem to creep out of the walls.
59 I shout, “Mom!”
67 Mom says that the dark can play tricks.
75 “It’s just car lights shining inside,” she says.
85 Still, it’s hard to sleep. So Mom has a plan.
95 She will get me a night-light. She’s so smart!
102 Now I will sleep through the night.
√ What is Carly’s problem?

√ How does Mom solve the problem?
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

Elephants and Their Trunks

Baby elephants drink milk.
But soon they will find their own food.
Elephants have trunks. Trunks are like long noses.
A trunk grabs things. It picks them up.
Trunks are useful.
Trunks help elephants get food.
Baby elephants learn to use them.
Elephants eat leaves and fruit.
But these are high in the trees.
Trunks can help. They can reach high branches.
Elephants need water.
A trunk is helpful here, too.

Elephants suck water into their trunks.
They bring the trunks to their mouths.
They drink the water from their trunks.
√ What do elephants eat?
√ How do trunks help elephants?

Name: Date:
Elephants and Their Trunks

4 Baby elephants drink milk.
12 But soon they will find their own food.
20 Elephants have trunks. Trunks are like long noses.
28 A trunk grabs things. It picks them up.
31 Trunks are useful.
36 Trunks help elephants get food.
42 Baby elephants learn to use them.
47 Elephants eat leaves and fruit.
54 But these are high in the trees.
62 Trunks can help. They can reach high branches.
65 Elephants need water.
71 A trunk is helpful here, too.
77 Elephants suck water into their trunks.
84 They bring the trunks to their mouths.
91 They drink the water from their trunks.
√ What do elephants eat?

√ How do trunks help elephants?
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

Lady and Spike

We have two pets. We have a cat and a dog.
Our dog’s name is Lady. Her fur is white.
Our cat’s name is Spike. His fur is black.
Lady likes to chase balls. She chases her tail.
Spike chases mice. Spike naps a lot.
People think dogs and cats are not friends.
That is not always true.
Lady and Spike are very good friends.
Sometimes they clean each other.
Spike licks Lady’s ears.
Sometimes they play together.
Lady will roll a ball to Spike.

They like to nap together on the mat.
√ What does Spike like to do?
√ How are Spike and Lady different from other

cats and dogs?

Name: Date:
Lady and Spike

11 We have two pets. We have a cat and a dog.
20 Our dog’s name is Lady. Her fur is white.
29 Our cat’s name is Spike. His fur is black.
38 Lady likes to chase balls. She chases her tail.
45 Spike chases mice. Spike naps a lot.
53 People think dogs and cats are not friends.
58 That is not always true.
65 Lady and Spike are very good friends.
70 Sometimes they clean each other.
74 Spike licks Lady’s ears.
78 Sometimes they play together.
85 Lady will roll a ball to Spike.
93 They like to nap together on the mat.
√ What does Spike like to do?

√ How are Spike and Lady different from other cats and dogs?
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

People Need Trees

Trees give people food to eat.
Fruits grow on trees. Apples come from trees.
Oranges and bananas do, too.
Trees give us wood. It is used for many things.
Wood makes good homes for people.
Some things in homes are made of wood.
Tables and chairs are made of wood.
Many toys are, too.
Trees also give us paper. Wood is cut into chips.
The wood chips are made into pulp.
Pulp is soft and wet. The pulp is pressed thin.
Then it dries into paper.

Trees are good for the air, too.
They keep the air clean. Trees are very helpful!
√ Name two things for which wood is used.
√ How is paper made?

Name: Date:
People Need Trees

6 Trees give people food to eat.
14 Fruits grow on trees. Apples come from trees.
19 Oranges and bananas do, too.
29 Trees give us wood. It is used for many things.
35 Wood makes good homes for people.
43 Some things in homes are made of wood.
50 Tables and chairs are made of wood.
54 Many toys are, too.
64 Trees also give us paper. Wood is cut into chips.
71 The wood chips are made into pulp.
81 Pulp is soft and wet. The pulp is pressed thin.
86 Then it dries into paper.
93 Trees are good for the air, too.
102 They keep the air clean. Trees are very helpful!
√ Name two things for which wood is used.

√ How is paper made?
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

My Photo Album
I am looking at photos in my photo album.
This picture is from last spring.
I am standing with my mom and my dad.
We are about to get on an airplane.
We are going to see my grandparents.
This is my sister, Kim. Kim is five.
Here I am with Kim. We are standing by a lake.
The big, brown dog is Shaw.
In this picture, Shaw jumps into the lake.
He was soaked when he came out.
I had to dry him off.
There is more to see, but it is time for bed.

√ When did the narrator take a plane ride?
√ Who is Shaw?

Name: Date:
My Photo Album
9 I am looking at photos in my photo album.
15 This picture is from last spring.
24 I am standing with my mom and my dad.
32 We are about to get on an airplane.
39 We are going to see my grandparents.
47 This is my sister, Kim. Kim is five.
58 Here I am with Kim. We are standing by a lake.
64 The big, brown dog is Shaw.
72 In this picture, Shaw jumps into the lake.
79 He was soaked when he came out.
85 I had to dry him off.
96 There is more to see, but it is time for bed.
√ When did the narrator take a plane ride?

√ Who is Shaw?
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

A Family of Bears
Bears live in places called dens.
Baby bears are called cubs.
The cubs live with their mother.
The cubs are little.
They do not to go outside.
They run and play in the den.
The mother bear hunts for food.
Then she brings it to the den.
The cubs get bigger.
Their mother shows them how to hunt.
They look for mice and fish.
They search for nuts and ants.

They catch bugs called grubs.
They think that bugs are yummy!
√ Why do cubs stay in dens?
√ What do cubs eat?

Name: Date:
A Family of Bears
6 Bears live in places called dens.
11 Baby bears are called cubs.
17 The cubs live with their mother.
21 The cubs are little.
27 They do not to go outside.
34 They run and play in the den.
40 The mother bear hunts for food.
47 Then she brings it to the den.
51 The cubs get bigger.
58 Their mother shows them how to hunt.
64 They look for mice and fish.
70 They search for nuts and ants.
75 They catch bugs called grubs.
81 They think that bugs are yummy!
√ Why do cubs stay in dens?

√ What do cubs eat?
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

The Wright Brothers

The Wright brothers were inventors.
The both of them dreamed of flying.
They hoped to build a flying machine.
Both brothers were curious as children.
They liked to see how things worked.
As grownups, they worked in a bike shop.
The Wright brothers built a glider.
This glider was very light. It had two wings.
Each wing was covered with cloth.
They tested their glider. It flew like a kite.
After the test, one brother got on the glider.
He glided in the air.

The Wright brothers made many gliders.
They tested each one.
Their gliders got better with every test.
Each one stayed in the air longer and longer.
√ What was the Wright brothers’ dream?
√ Where did the Wright brother work?

Name: Date:
The Wright Brothers

5 The Wright brothers were inventors.
12 The both of them dreamed of flying.
19 They hoped to build a flying machine.
25 Both brothers were curious as children.
32 They liked to see how things worked.
40 As grownups, they worked in a bike shop.
46 The Wright brothers built a glider.
55 This glider was very light. It had two wings.
61 Each wing was covered with cloth.
70 They tested their glider. It flew like a kite.
79 After the test, one brother got on the glider.
84 He glided in the air.
90 The Wright brothers made many gliders.
94 They tested each one.
101 Their gliders got better with every test.
110 Each one stayed in the air longer and longer.
√ What was the Wright brothers’ dream?

√ Where did the Wright brother work?
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

The Pet Show

Last week, we put on a pet show.
It was at the Tate School in Ms. Hale’s class.
Gale came with a fish, and Eric brought his dog.
Daniel came with a snake. Jane had a frog.
“His name is Wade,” said Jane. “He is the best!”
“Why?” Gale asked.
Then Wade jumped up.
Jane yelled, “Get Wade!”
We all helped, but Jane’s frog got away.
Where did Wade end up?
We looked under desks; we looked in the hall.
Then we found him. He was inside the fish tank!

Ms. Hale located a net and scooped up Wade.
She said, “Everyone, hold on to your pets!”
√ How can the reader tell that Jane likes Wade?
√ Why is Wade hard to find?

Name: Date:
The Pet Show

8 Last week, we put on a pet show.
18 It was at the Tate School in Ms. Hale’s class.
28 Gale came with a fish, and Eric brought his dog.
38 Daniel came with a snake, and Jane had a frog.
48 “His name is Wade,” said Jane. “He is the best!”
51 “Why?” Gale asked.
55 Then Wade jumped up.
59 Jane yelled, “Get Wade!”
67 We all helped, but Jane’s frog got away.
72 Where did Wade end up?
81 We looked under desks; we looked in the hall.
91 Then we found him. He was inside the fish tank!
100 Ms. Hale located a net and scooped up Wade.
108 She said, “Everyone, hold on to your pets!”
√ How can the reader tell that Jane likes Wade?

√ Why is Wade hard to find?
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

Wildfires
Wildfires can ruin land.
These fires can damage homes.
They can hurt plants and animals.
Sometimes they hurt people, too.
These fires happen all around the world.
They show up in forests.
They appear in grasslands.
They tend to occur in hot, dry weather.
A wildfire starts like any fire.
It needs oxygen. Oxygen is a gas in the air.
A fire needs fuel. Fuel is something that burns.
Trees and grasses burn quickly. Fire spreads fast.

Wildfires need heat as well.
The heat might come from lightning.
It could come from striking a match.
That is why adults must take care with matches.
√ What fuel do wildfires use?
√ What is the MAIN idea of this article?

Name: Date:
Wildfires
4 Wildfires can ruin land.
9 These fires can damage homes.
15 They can hurt plants and animals.
20 Sometimes they hurt people, too.
27 These fires happen all around the world.
32 They show up in forests.
36 They appear in grasslands.
44 They tend to occur in hot, dry weather.
50 A wildfire starts like any fire.
60 It needs oxygen. Oxygen is a gas in the air.
69 A fire needs fuel. Fuel is something that burns.
77 Trees and grasses burn quickly. Fire spreads fast.
82 Wildfires need heat as well.
88 The heat might come from lightning.
95 It could come from striking a match.
104 That is why adults must take care with matches.
√ What fuel do wildfires use?

√ What is the MAIN idea of this article?
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

Late for School

Jason sat up in bed and looked at the clock.
It was half past eight. “Oh, no!” he said.
“I overslept, and I will be late for school.”
Jason brushed his teeth and got dressed.
He packed his books. His mom called upstairs.
“Come downstairs for your pancakes,” she said.
“I can’t eat pancakes today!” Jason cried.
“I am very late for school.”
“You must eat three pancakes,” she said.
“Breakfast is an important meal.”
She put three pancakes on Jason’s plate.
They were the size of saucers and delicious!

“Thanks, Mom,” Jason said, racing out the door.
Then he ran all the way to school.
He sat in his seat just as the bell rang.
√ What is Jason’s problem at the beginning of

the story?
√ How big are the pancakes?

Name: Date:
Late for School

10 Jason sat up in bed and looked at the clock.
19 It was half past eight. “Oh, no!” he said.
28 “I overslept, and I will be late for school.”
35 Jason brushed his teeth and got dressed.
43 He packed his books. His mom called upstairs.
50 “Come downstairs for your pancakes,” she said.
57 “I can’t eat pancakes today!” Jason cried.
63 “I am very late for school.”
70 “You must eat three pancakes,” she said.
75 “Breakfast is an important meal.”
82 She put three pancakes on Jason’s plate.
90 They were the size of saucers and delicious!
98 “Thanks, Mom,” Jason said, racing out the door.
106 Then he ran all the way to school.
116 He sat in his seat just as the bell rang.
√ What is Jason’s problem at the beginning of the story?

√ How big are the pancakes?
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

Shoes from Long Ago

People have worn shoes for a long time.
Today, some shoes are worn as decoration.
The first shoes were not.
They were worn to protect. They kept feet safe.
Some people lived in cold places.
Their shoes looked like bags of fur.
They were made from the skins of animals.
Others lived in warm places.
They could wear sandals on their feet.
The sandals were made from grass or leather.
There have been many kinds of shoes.
Some of them were funny.

At one time, some men wore quite long shoes.
The front of the shoe had a chain.
It was attached to the man’s knee.
Why? This kept him from tripping!
√ What were the first cold weather shoes like?
√ Why could people in warm places

wear sandals?

Name: Date:
Shoes from Long Ago

8 People have worn shoes for a long time.
15 Today, some shoes are worn as decoration.
20 The first shoes were not.
29 They were worn to protect. They kept feet safe.
35 Some people lived in cold places.
42 Their shoes looked like bags of fur.
50 They were made from the skins of animals.
55 Others lived in warm places.
62 They could wear sandals on their feet.
70 The sandals were made from grass or leather.
77 There have been many kinds of shoes.
82 Some of them were funny.
91 At one time, some men wore quite long shoes.
99 The front of the shoe had a chain.
106 It was attached to the man’s knee.
112 Why? This kept him from tripping!
√ What were the first cold weather shoes like?

√ Why could people in warm places wear sandals?
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

Something Stinks
Carlos and Mark were in the yard after dark.
They were gazing up at the stars.
They had to draw a constellation for their class.
Carlos saw something. It darted across the yard.
“Did you see a black ball just now?” he asked.
Then Mark saw something move, too.
“Did you see that white streak?” he asked.
Carlos asked, “Do you smell something rotten?”
He held his nose as Mark replied, “I sure do.”
Mark made a face. He held his nose as well.
They knew what they had seen. It was a skunk!

√ Where are Carlos and Mark?
√ How do Carlos and Mark know they saw

a skunk?

Name: Date:
Something Stinks
9 Carlos and Mark were in the yard after dark.
16 They were gazing up at the stars.
25 They had to draw a constellation for their class.
33 Carlos saw something. It darted across the yard.
43 “Did you see a black ball just now?” he asked.
49 Then Mark saw something move, too.
57 “Did you see that white streak?” he asked.
64 Carlos asked, “Do you smell something rotten?”
74 He held his nose as Mark replied, “I sure do.”
84 Mark made a face. He held his nose as well.
94 They knew what they had seen. It was a skunk!
√ Where are Carlos and Mark?

√ How do Carlos and Mark know they saw a skunk?
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

Helicopters Help!
Helicopters are much different than airplanes.
They fly straight up or straight down.
They can fly backward and sideways.
They can even stay in one place.
Planes need a runway. Helicopters do not!
They can land in tight spaces.
Helicopters are used to do many things.
They can rescue people. A rope can be dropped.
Sometimes a big basket is tied to the rope.
This can pick up people below.
Helicopters can pull people from sinking ships.
They can save people from burning buildings.

Helicopters also are used carry things.
They can carry food and medicine.
They take it to places that are hard to reach.
Helicopters help!
√ How are helicopters different than airplanes?
√ Name one thing helicopters are used for.

Name: Date:
Helicopters Help!
6 Helicopters are much different than airplanes.
13 They fly straight up or straight down.
19 They can fly backward and sideways.
26 They can even stay in one place.
33 Planes need a runway. Helicopters do not!
39 They can land in tight spaces.
46 Helicopters are used to do many things.
55 They can rescue people. A rope can be dropped.
64 Sometimes a big basket is tied to the rope.
70 This can pick up people below.
77 Helicopters can pull people from sinking ships.
84 They can save people from burning buildings.
91 Helicopters also are used carry things.
97 They can carry food and medicine.
107 They take it to places that are hard to reach.
109 Helicopters help!
√ How are helicopters different than airplanes?

√ Name one thing helicopters are used for.
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

Fox and Grapes

One night, Fox had a good dream about grapes.
Fox woke up and thought about his dream.
It’s late June, and the weather is hot and sunny.
The grapes are ripe, and I can find them.
Fox set off across the hill where he saw grapes.
They sat way up on vines on tree branches.
Fox went after the tasty grapes.
First, he ran to gain speed. Then he jumped up.
However, he couldn’t reach. Fox rose on tiptoes.
But it was still no use; he just couldn’t reach.
At last Fox gave up. “This is silly,” Fox said.
“I don’t want those grapes. They are not great.”

√ What is the moral of this story?
√ What did Fox dream about?

Name: Date:
Fox and Grapes

9 One night, Fox had a good dream about grapes.
17 Fox woke up and thought about his dream.
27 It’s late June, and the weather is hot and sunny.
36 The grapes are ripe, and I can find them.
46 Fox set off across the hill where he saw grapes.
55 They sat way up on vines on tree branches.
61 Fox went after the tasty grapes.
71 First, he ran to gain speed. Then he jumped up.
79 However, he couldn’t reach. Fox rose on tiptoes.
89 But it was still no use; he just couldn’t reach.
99 At last Fox gave up. “This is silly,” Fox said.
108 “I don’t want those grapes. They are not great.”
√ What is the moral of this story?

√ What did Fox dream about?
L1 L2 L3 L4
Fall (51 WCPM)
Winter (72 WCPM)
Pace O O O O
Spring (89 WCPM)
Syntax O O O O
Intonation O O O O

Scoring Sheets
and
Answer Keys
Name: Date:
WEEKLY ASSESSMENT SCORING SHEET UNIT __ WEEK __
Item Content Focus/CCSS Score Comments
284 Grade 2 Assessment • Scoring Sheet

Name: Date:
MID-UNIT ASSESSMENT SCORING SHEET UNIT __
10
Assessment • Scoring Sheet Grade 2 285

Name: Date:
UNIT ASSESSMENT SCORING SHEET UNIT __
10
11
12

13
14
15
286 Grade 2 Assessment • Scoring Sheet

Name: Date:
EXIT ASSESSMENT SCORING SHEET UNIT __
10
11
12
13
14
15
Assessment • Scoring Sheet Grade 2 287

Weekly Assessment Answer Key
UNIT 1 WEEK 1
Item # Content Focus CCSS
1 Key Details RL.2.1
3 Vocabulary: Context Clues L.2.4a
Suggested Responses:
1 Text Evidence: Sam is sick.
2 Text Evidence: a card
3 Text Evidence: If Sam needs him, Fred is there.
4 Text Evidence: feels great
5 Text Evidence: Sam thanks Fred for the card.
UNIT 1 WEEK 2
1 Character, Setting, Events RL.2.3

1 Italy
2 Text Evidence: Mom and Rick fly on a plane to see Gran. Then they ride a train to Gran’s
house.
3 Text Evidence: They speak a different language.
4 Text Evidence: He tries new food. Gran shows him art.
5 Text Evidence: a week
288 Grade 2 Weekly Assessment • Answer Key

UNIT 1 WEEK 3
1 Text Evidence: the park
2 Text Evidence: looks hard at
3 milk
4 Text Evidence: right
5 Text Evidence: a cat
UNIT 1 WEEK 4
1 Key Details RI.2.1
1 Text Evidence: at the zoo
2 Text Evidence: Looking after
3 Text Evidence: walk
4 Text Evidence: plants
5 kids
Weekly Assessment • Answer Key Grade 2 289

UNIT 1 WEEK 5
1 Dad grows corn.
2 Text Evidence: Mom makes the food. She makes pies with fresh fruit.
3 Text Evidence: Mom
4 Text Evidence: a pie store
5 Text Evidence: people in the store
UNIT 2 WEEK 1
1 Character, Setting, Plot RL.2.5

1 Text Evidence: His class visits a pond.
2 Text Evidence: adjust
3 Text Evidence: Their teeth can chop wood.
4 Text Evidence: looks forward
5 He will write a report about beavers.

UNIT 2 WEEK 2
1 Problem and Solution RL.2.3
1 Text Evidence: Bear could not find food.
2 Text Evidence: think
3 Text Evidence: He looked near his cave and then all over the woods.
4 Turtle gives Bear food.
5 Text Evidence: he must prepare for winter
UNIT 2 WEEK 3
1 Main Topic RI.2.2
1 life in a bay
2 Text Evidence: covered
3 Text Evidence: a place animals can survive
4 Text Evidence: the calm water
5 Text Evidence: fish

UNIT 2 WEEK 4
1 Main Topic RI.2.2
1 zebras
2 Text Evidence: children
3 Text Evidence: fully grown
4 Text Evidence: grasses
5 Text Evidence: hooves
UNIT 2 WEEK 5
2 Literary Elements: Rhythm RL.2.4
4 Literary Elements: Rhyme RL.2.4

1 Text Evidence: brown
2 Text Evidence: cries
3 Text Evidence: Pat’s friendly face
4 four
5 smiled, and picked her up

UNIT 3 WEEK 1
1 Author’s Purpose RI.2.6
1 friction
2 Text Evidence: A force is a push or a pull.
3 Text Evidence: things
4 Text Evidence: Rough surfaces have more friction than smooth surfaces.
5 to explain what friction is and how it affects us
UNIT 3 WEEK 2
1 Sequence RL.2.5
3 Sequence RL.2.5
4 Sequence RL.2.5
1 Text Evidence: in their cabin at camp
2 Text Evidence: sounded unhappy
3 Text Evidence: Then the boys walked slowly back to their cabin.
4 He wants Bob to see the rainbow.
5 Text Evidence: Pleased

UNIT 3 WEEK 3
1 Text Evidence: community gardens
2 Text Evidence: thoughts
3 Text Evidence: solve the problem
4 Text Evidence: how to eat better
5 The author’s purpose is to tell people how community gardens are made and why they are
good for the community.
UNIT 3 WEEK 4
1 Main Idea and Details RI.2.2

1 blizzards
2 Text Evidence: rough
3 Text Evidence: cause harm
4 Text Evidence: more than a day
5 Text Evidence: stay safe

UNIT 3 WEEK 5
1 Main Idea and Key Details RI.2.1
1 Text Evidence: she opened a ballet school
2 Text Evidence: sounds made by instruments
3 Text Evidence: 16
4 Text Evidence: know
5 Text Evidence: Children can express themselves by dancing.
UNIT 4 WEEK 1
1 Compare and Contrast RI.2.3
1 Text Evidence: Bridal Veil Falls is the smallest waterfall.
2 Text Evidence: Three Waterfalls, Two Places
3 They are both in New York.
4 Text Evidence: winter and summer
5 Text Evidence: not too hot or too cold

UNIT 4 WEEK 2
2 Cause and Effect RI.2.3
1 Text Evidence: lively
2 Text Evidence: a forest fire starts
3 Text Evidence: firm
4 Text Evidence: Effects of Forest Fires
5 Different seeds are able to grow.
UNIT 4 WEEK 3
1 Compare and Contrast RL.2.3

1 Text Evidence: United States
2 Text Evidence: go from one place to another
3 Juan knows many more Spanish words than Claire does.
4 Text Evidence: We share our food.
5 Text Evidence: We like it better than anything!

UNIT 4 WEEK 4
2 Theme RL.2.2
3 Theme RL.2.2
5 Theme RL.2.2
1 Text Evidence: yelled out
2 Text Evidence: She flies down and pulls Ant from the water.
3 Text Evidence: Eagle helped me before.
4 Text Evidence: runs over
5 If you help others, they will help you.
UNIT 4 WEEK 5
1 Theme RL.2.2
2 Literary Elements: Simile L.2.5
3 Theme RL.2.2
4 Literary Elements: Alliteration RL.2.4
5 Theme RL.2.2
1 Text Evidence: by a tree
2 One day as I sat
3 Text Evidence: Stanza 1: by a tree; Stanza 2: by the sea; Stanza 3: under the sun
4 Text Evidence: sang, some, special, songs
5 Text Evidence: lines 13-14

UNIT 5 WEEK 1
1 Point of View RL.2.6
1 He had oustide activities he wanted to do.
2 Text Evidence: “I am definitely going to do everything on this list.”
3 Text Evidence: problems
4 Text Evidence: This sounded like a tough job that could take a long time.
5 Text Evidence: My list of activities did not seem so important after all.
UNIT 5 WEEK 2

1 Text Evidence: quiet
2 Text Evidence: I’m the best actor in our class.
3 Text Evidence: I don’t care about this play.
4 Text Evidence: work together
5 He thinks the play was a lot of fun.

UNIT 5 WEEK 3
1 Sequence RI.2.3
3 Sequence RI.2.3
5 Sequence RI.2.3
1 Text Evidence: she went to a law school to study
2 Text Evidence: She learned many things about the law.
3 Next, Sandra wanted to get a job in a law firm.
4 Text Evidence: did very well!
5 Text Evidence: 1981
UNIT 5 WEEK 4
1 Text Evidence: “Our baseball field has disappeared!”
2 Text Evidence: wanted to learn more
3 Text Evidence: doesn’t happen often
4 They worked with friends to help clean up the field.
5 Text Evidence: They picked up bottles and collected metal cans and paper.

UNIT 5 WEEK 5
1 Text Evidence: They tell what is allowed.
2 Text Evidence: they cannot be in the contest
3 Text Evidence: after a few days
4 The one who spells the most words right wins the big bee.
5 Text Evidence: cannot win
UNIT 6 WEEK 1
1 Theme RL.2.2
3 Theme RL.2.2

5 Theme RL.2.2
1 Text Evidence: The gifts helped the animals survive.
2 Text Evidence: came into sight
3 Text Evidence: my spots protect me by helping me hide
4 Text Evidence: grow
5 Be happy with your gifts.

UNIT 6 WEEK 2
1 Text Evidence: to turn on a light or work on a computer
2 Text Evidence: beneath the surface of the Earth
3 Text Evidence: the energy that makes lights and machines work
4 Text Evidence: Energy from Trash
5 Text Evidence: We can use trash to make energy we need.
UNIT 6 WEEK 3
1 Text Evidence: helps them get ready
2 Text Evidence: The astronauts work together in extreme conditions.
3 Text Evidence: a new animal
4 Text Evidence: because of
5 Astronauts need to work as a team.

UNIT 6 WEEK 4
1 Problem and Solution RI.2.3
1 Text Evidence: They think pennies do not have any value, or worth.
2 Text Evidence: worth
3 They collect pennies for different causes.
4 Text Evidence: Students collect pennies and other spare change to help sick kids.
5 Text Evidence: $2,000
UNIT 6 WEEK 5
1 Literary Elements: Beats RL.2.4
4 Literary Elements: Metaphor L.2.5

1 4
2 Text Evidence: I see a shiny rocket ship, submarine
3 Text Evidence: amazing
4 Text Evidence: box, submarine
5 Text Evidence: Look at the fun I can have.

Mid-Unit Assessment Answer Key
UNIT 1
Item # Answer Content Focus CCSS
1 B Character, Setting, Events RL.2.3
2 A Vocabulary: Context Clues L.2.4a
3 B Key Details RL.2.1
4 C Key Details RL.2.1
5 C Character, Setting, Events RL.2.3
9 B Vocabulary: Context Clues L.2.4a
10 A Character, Setting, Events RL.2.3

Mid-Unit Assessment • Answer Key Grade 2 303

UNIT 2
1 C Main Topic and Key Details RI.2.2
5 C Text Features: Subheadings RI.2.5
6 C Vocabulary: Context Clues L.2.4a
7 A Problem and Solution RL.2.3
8 C Problem and Solution RL.2.3
9 A Plot RL.2.5
10 B Plot RL.2.5
304 Grade 2 Mid-Unit Assessment • Answer Key

UNIT 3
1 B Sequence RL.2.5
3 A Sequence RL.2.5
5 A Sequence RL.2.5
7 B Author’s Purpose RI.2.8
8 C Author’s Purpose RI.2.8
9 A Author’s Purpose RI.2.6
10 C Text Features: Diagram RI.2.7


UNIT 4
1 B Compare and Contrast RI.2.3
3 C Compare and Contrast RI.2.3
4 A Cause and Effect RI.2.3
5 C Cause and Effect RI.2.3
6 A Text Features: Map RI.2.5
8 C Compare and Contrast RL.2.3
10 C Compare and Contrast RL.2.3

UNIT 5
2 B Point of View RL.2.6
3 C Point of View RL.2.6
5 A Point of View RL.2.6
6 A Sequence RI.2.3
8 A Sequence RI.2.3
9 C Sequence RI.2.3
10 C Text Features: Timeline RI.2.7


UNIT 6
4 B Text Features: Diagram RI.2.7
8 A Theme RL.2.2
9 B Theme RL.2.2
10 B Theme RL.2.2

Unit Assessment Answer Key
UNIT 1
9 A Key Details RL.2.1

Unit Assessment • Answer Key Grade 2 309

UNIT 2
1 B Problem and Solution RL.2.3
7 B Plot RL.2.5
8 A Plot RL.2.5

13 A Text Features: Headings RI.2.5
14 B Main Topic and Key Details RI.2.2
310 Grade 2 Unit Assessment • Answer Key

UNIT 3
1 B Sequence RL.2.5
2 A Sequence RL.2.5
3 A Sequence RL.2.5
5 A Sequence RL.2.5
7 B Sequence RL.2.5
8 C Main Idea and Key Details RI.2.2

14 A Main Idea and Key Details RI.2.1

UNIT 4
1 A Theme RL.2.2
4 B Compare and Contrast RL.2.3
6 A Compare and Contrast RL.2.3
7 C Theme RL.2.2
10 A Compare and Contrast RI.2.3

13 C Compare and Contrast RI.2.3
15 C Text Features: Map RI.2.5

UNIT 5
7 B Problem and Solution RL.2.3
11 C Sequence RI.2.3

15 A Text Features: Timeline RI.2.5

UNIT 6
2 B Theme RL.2.2
9 C Main Idea and Key Details RI.2.2
10 B Problem and Solution RI.2.3
12 B Problem and Solution RI.2.3

15 B Text Features: Bar Graph RI.2.5

Exit Assessment Answer Key
UNIT 1
10 A Key Details RI.2.1

12 C Key Details RI.2.1
13 B Key Details RI.2.1
Exit Assessment • Answer Key Grade 2 315

UNIT 2
1 C Plot RL.2.5
2 B Plot RL.2.5
9 A Main Topic and Key Details RI.2.2

13 B Text Features: Chart RI.2.5
316 Grade 2 Exit Assessment • Answer Key

UNIT 3
1 A Sequence RL.2.5
3 C Sequence RL.2.5
5 C Sequence RL.2.5
6 A Sequence RL.2.5
7 B Sequence RL.2.5
9 B Main Topic and Key Details RI.2.1


UNIT 4
4 A Compare and Contrast RI.2.3
5 B Compare and Contrast RI.2.3
10 C Theme RL.2.2
12 A Compare and Contrast RL.2.3

14 A Theme RL.2.2
15 B Theme RL.2.2

UNIT 5
9 B Cause and Effect RI.2.3
12 C Sequence RI.2.3
13 A Sequence RI.2.3
14 B Text Features: Chart RI.2.5

UNIT 6
1 C Problem and Solution RI.2.3
4 A Main Idea and Key Details RI.2.1
7 B Main Idea and Key Details RI.2.2

14 B Theme RL.2.2
15 A Theme RL.2.2

Grade 2
McGraw-Hill
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Unit 1 Assessment ............................72 Unit 4 Assessment .............................96

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

Assessment • Teacher Introduction Grade 2 v

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

Weekly Assessment Scoring Rubric

1 Reasonable but vague response that is somewhat connected to text evidence

0 Does not respond to the question

Evidence may be specific words from the text or a paraphrase.

vi Grade 2 Assessment • Teacher Introduction

Assessment • Teacher Introduction Grade 2 vii

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

viii Grade 2 Assessment • Teacher Introduction

Read “Get Well, Sam!” before you answer

Get Well, Sam!

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

Use “Get Well, Sam!” to answer Numbers 1

1 Why does Fred visit Sam?

Circle the words that tell you.

2 What can Fred make for Sam?

Circle the words that tell you.

3 Why can Sam always depend on Fred?

Underline the sentence that tells you.

4 What is another way to say perfectly well?

Draw a box around your answer.

5 What does Sam do at the END of the story?

Circle the sentence that tells you.

Weekly Assessment • Unit 1, Week 1 Grade 2 11

Read “Rick’s Trip” before you answer Numbers 1

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

Use “Rick’s Trip” to answer Numbers 1 through 5.

1 Where does Gran live?

2 How do Rick and Mom get to Gran’s house?

Draw a box around the sentences that tell.

3 Rick does not understand the words he hears.

Circle the words that tell you why.

4 How does Rick learn about the culture?

Underline the sentences that tell you.

5 How long do Rick and Mom visit Gran?

Draw a box around your answer.

Weekly Assessment • Unit 1, Week 2 Grade 2 13

Read “The Lost Cat” before you answer

The Lost Cat

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

Use “The Lost Cat” to answer Numbers 1

1 Where do Jen and Mom have a picnic?

Draw a box around the words that tell you.

2 What does stares mean?

Underline the words that give you a clue.

3 What does the cat drink?

4 What word means the SAME as proper?

Underline the word in the story.

5 What does Jen want at the END of the story?

Draw a box around the answer.

Weekly Assessment • Unit 1, Week 3 Grade 2 15

Read “Mike and the Apes” before you answer

Mike and the Apes

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.