standard 2: reading comprehension post test 2nd gr… · web viewgenerally reads at an...

Department of Education

English Program

PREPARED AND ADAPTED BY

Maribel ArroyoYauco English Supervisor

Sandra BlondetPonce III English Supervisor

Jo - Ann FeblesJuana Diaz English Supervisor

Tulidania GonzalezGuayanilla English Supervisor

Ivelisse LeónPonce II English Supervisor

Dr. Iris LugoPonce I English Supervisor

Carmen MartínezSanta Isabel English Supervisor

Lina Pérez Adjuntas English Supervisor

Pat RiosPeñuelas English Supervisor

Inés RosadoGuanica English Supervisor

Olga HernandezSanta Isabel English Teacher

2

CONTRIBUTING EDUCATORS

Prof. Iviana DelgadoPonce I English Teacher

Barbara González CamachoGuánica English Teacher

Prof. Olga HernándezSanta Isabel English Teacher

Brenda E. Serrano SantosGuánica English Teacher

EDITORS

Dr. Evelyn VeguillaEnglish Program Director

Prof. Alvin RíosJayuya English Supervisor

Prof. Luz Selenia GarcíaVillaba English Supervisor

Prof. Aidita Vélez OrtizCidra English Supervisor

Prof. María V. MartínezBayamón I English Supervisor

Luz Magali Ramos MatosNaguabo English Supervisor

Patricia Nieves SánchezCaguas II English Supervisor

3

Listening and Speaking

Standard 1 Listening/SpeakingThe student uses the English language to interpret input, construct meaning, interact with confidence both verbally and nonverbally, and express ideas effectively in a variety of personal, social, and academic contexts.

L/S.2.1 The student listens and responds to simple statements.

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

Example:

A. B. C.

1.

A. B. C.

2.

A. B. C.

4

3.

A. B. C.

4.

A. B. C.

5.

A. B. C.

L/S.2.2 Applies phonemic awareness and auditory discrimination to identify distinctive sounds.

II. Directions. Listen to the teacher read words. Select the beginning sound of the word you hear.

Example:

d b m

A. B. C.

5

6.

s z k

A. B. C.

7.

t m c

A. B. C.

8.

m l n

A. B. C.

9.

p b g

A. B. C.

10.

v f B

A. B. C.

6

L/S.2.5 Expresses feelings, needs, ideas, and experiences.

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

Score: 5 4 3 2 1

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2nd Grade Pre/Post Answer KeyListening/Speaking

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

Part II. Example: __B__ ball.

6. __A__ sun7. __C__ cat8. __C__ nest9. __A__ pig10. __B__ fan

Part III. ______________

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

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

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

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

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

5 points 4 points 3 points 2 points 1 point

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

ExpectationListening/Speaking

DOK

(Depth of Knowledge)

Thinking Level (Bloom’s Taxonomy)

Type of Item

Total Points

PMA (60%)

L/S.2.1 The student listens and responds to simple statements.

Level 1 Knowledge/Comprehension

Multiple Choice

5 3

L/S.2.2 Applies phonemic awareness and auditory discrimination to identify distinctive sounds.

Level 1 Knowledge/Comprehension

Multiple Choice

5 3

L/S.2.5 Expresses feelings, needs, ideas, and experiences.

Level 2/3 Synthesis Oral 5 3

Total 15 9

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Reading

Standard 2: Reading ComprehensionThe student uses reading strategies, literary analysis, and critical thinking skills to construct meaning and develop an understanding as well as an appreciation of a variety of genres of both fiction and nonfiction.

R.2.3 Uses context clues and acknowledges resources as a support to build vocabulary, verify meaning, and determine the meaning of unfamiliar words.

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

Example:

Have you been to the __________?

A. parkB. oceanC. country

11. We went to the __________.

A. storeB. zooC. farm

12. The farmers __________ every day.

A. playB. workC. eat

10

13. I like to __________.

A. runB. walkC. jump

14. The baby is __________.

A. oldB. fullC. wet

15. My bunny rabbit is very __________.

A. soft B. wetC. ugly

R.2.4 Identifies and states the main character; establishes similarities and differences between characters; identifies the setting within a narrative text.

II. Directions. Read the following story. Read each question. Choose the best answer.

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

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

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

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

outside. She likes to chase butterflies. Minnie sleeps in a basket beside my bed. I am very

happy.

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16. Who is the story mostly about?

A. Blackie

B. Minnie

C. Carla

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

A. yard.

B. house.

C. bedroom.

18. Minnie is __________ the other kittens.

A. the same color as

B. a different color from

C. bigger than

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

A. nice

B. good

C. playful

20. Carla is a __________ friend.

A. funny

B. selfish

C. good

R.2.5 Demonstrates an understanding of story organization of beginning, middle, and end.

III. Directions. Read each story. Read each question. Select the best answer.

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

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

looked in the doghouse. There was the ball! Miguel’s dog likes to play ball, too.

21. What happened first?

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A. Miguel looked in the toy box.

B. Miguel looked in the doghouse.

C. Miguel looked under the bed.

22. What happened second?




23. What happened last?




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

rain came fast. Big drops of rain fell. María got wet. She had to put on dry clothes when she

got home.


A. The rain came fast.

B. María started to run home.

C. María got wet.

25. What happened next?



C. María got wet.




C. María got wet.

13

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

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

cup of milk. He mixed everything. He cooked the pancakes in a hot pan. Mother was very

surprised and happy. The pancakes were delicious!


A. Jorge cooked the pancakes.

B. Jorge put the pancake mix into a bowl.

C. Jorge in the eggs and milk.

28. What happened next?








R.2.2 Uses phonemic awareness strategies to manipulate sounds and to form new multisyllabic words; reads words and phrases in a simple narrative text fluently.

IV. Directions. Read the following story out loud to the teacher.

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

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

Feathers keep ducks warm and dry. Baby ducks are called ducklings. Ducklings are soft

and very cute!

Score: 4 3 2 1

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2nd Grade Pre/Post Answer KeyReading

I.11. C12. B13. C14. C15. A

II.16. B17. Á18. B19. B20. C

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

IV. _______________

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

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

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

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

4 points 3 points 2 points 1 points

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

ExpectationReading

DOK

(Depth of Knowledge)


Type of Item

Total Points

PMA (60%)

R.2.3 Uses context clues and acknowledges resources as a support to build vocabulary, verify meaning, and determine the meaning of unfamiliar words.

Level 1 Comprehension Multiple Choice

5 3

R.2.4 Identifies and states the main character; establishes similarities and differences between characters; identifies the setting within a narrative text.

Level 2Knowledge/

Comprehension/Analysis

Multiple Choice

5 3

R.2.5 Demonstrates an understanding of story organization of beginning, middle, and end.

Level 3 Comprehension/Analysis

Multiple Choice

9 6

R.2.2 Uses phonemic awareness strategies to manipulate sounds and to form new multisyllabic words; reads words and phrases in a simple narrative text fluently.

Level 1/2 Knowledge/Comprehension/

Analysis/Application

Oral 4 3

Total 23 15

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WritingStandard 3: WritingThe student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and age-appropriate expressive vocabulary.

W.2.1 Matches all uppercase letters to their corresponding lowercase counterparts; arranges words in alphabetical order using first letter criteria.

I. A. Capital and Lowercase Letters Directions. Look at the capital letter. Select the corresponding lowercase letter.

Ex. A A. c B. d C. a

31. H A. f B. k C. h

34. J A. j B. g C. y

B. Alphabetical Order Directions. Look at the words. Select the word that follows in alphabetical order.

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

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

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

30. B A. p B. b C. d

32. S A. c B. s C. z

35. M A. n B. w C. m

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

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

17

W.2.2 Uses phonemic awareness and phonics strategies to write simple words; applies correct letter and spacing.

II. Spelling. Long and short vowels. Directions. Look at each picture. Complete the word with the correct letter.

Ex. d___ ck

A. o B. u C. a

42. dr ___ m

A. o B. u C. a

44. d___ g

A. o B. u C. a

W.2.3 Applies capitalization and punctuation marks in declarative and interrogative sentences; identifies the main parts of speech.

W.2.4 Writes to express feelings, familiar topics, experiences, and describe a picture; uses high frequency words to write simple sentences of three to four words in length; applies correct word spacing.

W.2.5 Uses the dictionary as an aid in the writing process; uses visual aids to support generating ideas.

41. t ___ ger

A. e B. i C. a

43. c___ ke

A. o B. u C. a

45. tr ___ e

A. e B. i C. a

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

46. _________________________________________________________________

47. _________________________________________________________________

48. _________________________________________________________________

19

2nd Grade Pre/Post Answer KeyWriting

I. A Ex. C

30. B31. C32. B33. A34. C

B Ex. C

35. C36. B37. C38. A39. C

II. Ex. B

40. B41. B42. C43. A44. A

III. Criteria for Sentences:

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

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

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

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

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

Student does not write anything or is illegible.

45. - 48. _________

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

ExpectationWriting

DOK (Depth of Knowledge)


Item Format

Total Points

PMA(60 %)

W.2.1 Matches all uppercase letters to their corresponding lowercase counterparts;

arranges words in alphabetical order using first letter criteria.

Level 1

Level 2

Knowledge

Knowledge/Application

Multiple Choice

Multiple Choice

5

5

3

3

W.2.2 Uses phonemic awareness and phonics strategies to write simple words; applies correct letter and spacing.

Level 1 Knowledge Multiple Choice

5 3

W.2.3 Applies capitalization and punctuation marks in declarative and interrogative sentences; identifies the main parts of speech.

W.2.4 Writes to express feelings, familiar topics, experiences, and describe a picture; uses high frequency words to write simple sentences of three to four words in length; applies correct word spacing.

W.2.5 Uses the dictionary as an aid in the writing process; uses visual aids to support generating ideas.

Level 3 Synthesis Extended Response

Performance Task

5 3

Total 20(70%=14)

12

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standard 2: reading comprehension post test 2nd gr… · web viewgenerally reads at an...

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