X ° e toe : i ied \on9 09° He wos famous might L3 Who to the ext? Cnoptn6n connection his nicki Le (199 oFF® be r does ead seeds aroun girl who @®s yirtle 19 \ @ He planted large ot like to ot 9PP ® * provected eye's they = like ond nature: knew where \ not whe is worm areas of vee anol Y ve treeste c © oS @s reacher t0 children ond these plant ond kind He bought en people wino cleans sold apples: Pe peor’: a young bo apple Pies - Pp oo Beaches © We poked ww over large seeds He wos good to animals “ea who plants © TẤN in nature § @® omon 9° en and people: tre?shing? \e ‘ect yeors. in his ‘op? over the ‘a er goer ste gives “a a down E Wis Jonny & Which storemem story of summary? bee 9 This is: qhe best F Appleseed Qo @ \on9Ø ag? 180 Days of Math! Practice, Assess, Diagnose: 180 Days of Math Grades K—6 Each book provides teachers and parents with 180 daily practice pages to build and gauge students’ mathematical fluency. Each problem is tied to a specific mathematical concept. Students gain regular practice through these quick, diagnostic-based activities.
Data-driven assessment tips are provided, and the Teacher Resource CD includes assessment analysis resources. This resource is correlated to the Common Core State Standards, is aligned to core content from the Partnership for 2|st Century Skills, and supports core concepts of STEM instruction. " MAIH fos et hNGrade Practice, Assess, Diagnose: 180 Days of Math level lem _ _Level ltem Kindergarten IFC50803. Fourth Grade IFC50807_ FirstGradeIFC50804_ Fifth Grade IFC50808- Second Grade IFC50805 Sixth Grade_ IFC50802 “Third Grade — IFC50806 SỐ 4 Qe S38 SHELL EDUCATION 5301 Oceanus Drive * Huntington Beach, 92649 CA mm 877-777-3450 www.com Author Christine Dugan, M.
để, vn SHELL EDUCATION Publishing Credits Dona Herweck Rice, Editor-in-Chief; Robin Erickson, Production Director; Lee Aucoin, Creative Director; Timothy J. Bradley, Illustration Manager; Conni Medina, M., Editorial Director; Sara Johnson, M., Senior Editor; Aubrie Nielsen, M., Editor; Grace Alba, Designer; Maple Lam, Illustrator; Stephanie Reid, Photo Editor; Corinne Burton, M., Publisher Image Credits Cover, Maple Lam; p. 216 Getty images; all other images Shutterstock Standards © 2007 Teachers of English to Speakers of Other Languages, Inc. (TESOL) © 2007 Board of Regents of the University of Wisconsin System.
World-Class Instructional Design and Assessment (WIDA). For more information on using the WIDA ELP Standards, please visit the WIDA website at www. © 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers (CCSS) Shell Education 5301 Oceanus Drive Huntington Beach, CA 92649-1030 http://www.com ISBN 978-1-4258-0923-2 ©2013 Shell Education Publishing, Inc. The classroom teacher may reproduce copies of materials in this book for classroom use only.
The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher. #50923— 180 Days of Reading for Second Grade © Shell Education Po ee | ty TABLE OF CONTENTS Introduction and Research_. 3 How to Use This Book.- 14 Daily Practice Pages 14.
cccasstscaeevawnn sane 15 ANSWE? ROY. cde de eee ad eeTabs hở AT GÌ ghi 4 231 References Cited.- 238 Contents of the Digital Resource CD. 239 INTRODUCTION AND RESEARCH The Need for Practice In order to be successful in today’s reading classroom, students must deeply understand both concepts and procedures so that they can discuss and demonstrate their understanding. Demonstrating understanding is a process that must be continually practiced in order for students to be successful.
According to Marzano, “practice has always been, and always will be, a necessary ingredient to learning procedural knowledge at a level at which students execute it independently” (2010, 83). Practice is especially important to help students apply reading comprehension strategies and word-study skills. Understanding Assessment In addition to providing opportunities for frequent practice, teachers must be able to assess students’ comprehension and word-study skills. This is important so that teachers can adequately address students’ misconceptions, build on their current understanding, and challenge them appropriately.
Assessment is a long-term process that often involves careful analysis of student responses from a lesson discussion, a project, a practice sheet, or atest. When analyzing the data, it is important for teachers to reflect on how their teaching practices may have influenced students’ responses and to identify those areas where additional instruction may be required. In short, the data gathered from assessments should be used to inform instruction: slow down, speed up, or reteach. This type of assessment is called formative assessment.
© Shell Education #50923—180 Days of Reading for Second Grade HOW TO USE THIS BOOK 180 Days of Reading for Second Grade offers teachers and parents a full page of daily reading comprehension and word-study practice activities for each day of the school year. Easy to Use and Standards Based These activities reinforce grade-level skills across a variety of reading concepts. The questions are provided as a full practice page, making them easy to prepare and implement as part of a classroom morning routine, at the beginning of each reading lesson, or as homework. Every second-grade practice page provides questions that are tied to a reading or writing standard.
Students are given the opportunity for regular practice in reading comprehension and word study, allowing them to build confidence through these quick standards-based activities. Days 1-3 Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it or 1-2 Reading Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Reading Foundational Skills Standard: Know and apply grade-level phonics and word analysis skills in decoding words. Reading Anchor Standard 4: Interpret words and phrases as they are used in a 4 text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Day 4 Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it. Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. Reading Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Day5 Writing Anchor Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
#50923—180 Days of Reading for Second Grade © Shell Education HOW TO USE THIS BOOK. Using the Practice Pages Practice pages provide instruction and assessment opportunities for each day of the school year. The activities are organized into weekly themes, and teachers may wish to prepare packets of each week’s practice pages for students. Days 1, 2, and 3 follow a consistent format, with a short piece of text and four corresponding items.
As outlined on page 4, every item is aligned to a reading standard. NAME: __ and then answer 0).2344 ae Reod the text the questions. rules keep us a : her has rules for our closs. The : all learn.
One rule is to oot F jaie od ee sure we can one would get hurt. i ule wos made so no keep us really cares about us. The rules them every day. What is the root in the 8 word teacher? @® teach Sy Reads), We text and th, a the QXstions.
Nn answer a S6MG @ each sennnnnssnsncenanenss ene sanh Ti» ý @ ‘aocher fe H. ji mets?” Lola aske les at Jack “9155111 1.0 2 ỉ “Whydowe rer Bie, *tn case you fall, the ® cher Ars. @ It day tells him b en ts your head. Bells tel)Jo ;+ helmet pro tec ght.
phrase now when ck recess is over? The if you ore cau What does the itl ' it best œ 3 THoei idea in order mean in 1a ticket. 1 guess t1 “Ohl* Lolo soid. “I don't won the text? + be ee safe.” lẻ yeu @® Setting? quiet ing 3) How Many syllables o, n adher 2 = Ep How. divide v haimet he a into @® inaline in the word recess?" ® What are Lola a mother talking about? two syllables? © organized and behaved @®1 @ inacircle s 2 @ head injuries @® he-lmet @ bike helmets @® b-elmet 3 4 @4 © tickets © helm-e © lows ©@ hel-met & Which of th ese Means the some 5 eo Which of these Wa7® 98 starts? & What is the main ideo? Nts where mea ns the same, @ iris easy 10 fall off as protects? lộng ® concludes your bỉ ike.
joes ©- BellsF only ò -; Đndoys, ®© tings Œ He Imets protect œ sỉ lunchtime. "9 ot @ibexi begins your head (Œ'eepo* ® Bel ® lasts guards el s are loud. © Tickets are giver you © break the law. @® injurg met is Wearini g o he! the low.
= ale ond it is 850923, 80 ep of Rtg fr Second Gt Using the Scoring Guide Use the scoring guide along the side of each practice page to check answers and see at a glance which skills may need more reinforcement. Fill in the appropriate circle for each problem to indicate correct (©) or incorrect (©) responses. You might wish to indicate only incorrect responses to focus on those skills. (For example, if students consistently miss items 2 and 4, they may need additional help with those concepts as outlined in the table on page 4.) Use the answer key at the back of the book to score the problems, or you may call out answers to have students self-score or peer-score their work.
© Shell Education #50923—1 80 Days of Reading for Second Grade A longer text is used for Days 4 and 5. Students answer more in-depth comprehension questions on Day 4 and complete a written response to the text on Day 5. This longer text can also be used for fluency practice (see page 7). Writing Rubric Score students’ written responses using the rubric below.
Display the rubric for students to reference as they write (writingrubric. vey 4 ¿ Tah j Cas Sea Baca’ we Ta. nhat kê KT r NHỊT vên TP” ninh MỸ Tế ay TU ^ nhấn <=Sàiaie CN ĐÃek aL le ee Get aay eat Points Thai ei eee vi HE 3 Te esis E2 - HỢP TAMhVaslig Ti 4 TM, od ¢ Uses an appropriate organizational sequence to produce very clear and coherent writing 4 ¢ Uses descriptive language that develops or clarifies ideas ¢ Engages the reader ¢ Uses a style very appropriate to task, purpose, and audience ¢ Uses an organizational sequence to produce clear and coherent writing « Uses descriptive language that develops or clarifies ideas « Engages the reader ¢ Uses a style appropriate to task, purpose, and audience ¢ Uses an organizational sequence to produce somewhat clear and coherent writing = « Uses some descriptive language that develops or clarifies ideas ¢ Engages the reader in some way ¢ Uses a style somewhat appropriate to task, purpose, and audience ¢ Does not use an organized sequence; the writing is not clear or coherent ¢ Uses little descriptive language to develop or clarify ideas 1 ¢ Does not engage the reader ¢ Does not use a style appropriate to task, purpose, or audience 0 Offers no writing or does not respond to the assignment presented 6 #50923— 180 Days of Reading for Second Grade © Shell Education HOW TO USE THIS BOOK «. Developing Students’ Fluency Skills What Is Fluency? According to the National Reading Panel Report, there are five critical factors that are vital to effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension (2000).