Milliken 02 reading well reading comprehension grades 2 3

MP3460

Includes
Assessment
Pages!


Reading Well 2–3
Milliken’s Reading Well reading series provides teachers and parents
with a wide variety of activities to use at home or in the classroom to enhance your
reading program.
Reading materials and styles of writing include realistic fiction, biography, poetry,
fantasy, informational articles, myths, legends, tall tales, and plays or skits.
The comprehension activities have been selected to provide opportunities for students
to practice a variety of reading skills. A list of comprehension skills for all grade levels is
included on the Reading Comprehension Chart on page 1.
A variety of assessment rubrics helps you track progress in achieving those skills.
Each book in the series is sequential, allowing students to build on skills previous
learned. The various levels available allows you to select the one most appropriate for
an individual student or class.


Reading
Well
Grades 2–3
written by
Cindy Barden
illustrated by
Corbin Hillam

Author

Cindy Barden
Illustrator
Corbin Hillam
Book Design and Production
Good Neighbor Press, Inc.
Copyright © 2002
Milliken Publishing Co.
All rights reserved.
The purchase of this book entitles the individual teacher/purchaser to reproduce copies
by any reproduction process for single classroom use. The reproduction of any part of
this book for use by an entire school or school system or for any commercial use is
strictly prohibited.


Table of Contents
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15

16
17
18
19
20
21
22
24
25
26
28
30
32
33
34
36
38
40
41

Reading Comprehension Skills
Bloom’s Taxonomy
Using Student Assessments
Individual Activity Assessment
Oral Reading Assessment
Story Summarizing Assessment
Student Reading Comprehension Skills Assessment
Student Reading Log and Assessment
A Trip to the Farm
The Four Seasons

Terrible Lizards
Recipe for Lemonade
Color Coded
More House Work
Katie Goes Hopping
What Will Happen Next?
He Had a Dream
Happy Holidays
Baa, Baa, Black Sheep
Cause and Effect
The Rest of the Story
City or Country? Which Is Better?
Alligators and Crocodiles
The Land Down Under
How About a Parakeet?
Gingerbread Houses
Devan’s Letter
Hurray for the Red, White, and Blue!
Crispy Waffles Cereal
Two Great U.S. Presidents
Yi-Fei’s Hobby
Jeremy to the Rescue
A New Story
Answers

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MP3460

Reading Comprehension Skills
Activities provide opportunities for students
in grades 2 and 3 to practice these reading
comprehension skills.

Skill

Page numbers

Relate pictures to text

9, 10, 12, 17, 25, 32

Distinguish between reality
and fantasy

15

Detect cause and effect

20, 39

Recognize the main idea

9, 18, 30

Compare and contrast

14, 23, 24, 31, 32, 35

Identify significant details

11, 25, 30, 32, 35, 37, 39

Recognize rhymes

15

Sequence events

12, 16, 19, 23

Follow instructions

9, 12, 13, 14, 25, 28, 29, 37

Use context clues

15, 26, 29, 31, 36

Predict outcomes

16, 21

Draw conclusions

11, 23

Classify

26

Distinguish between fact
and opinion

33

Identify supporting details

11, 26, 31, 37, 39

Make judgements

25

Increase vocabulary skills

29, 36

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Bloom’s Taxonomy
Bloom’s Taxonomy, developed by Benjamin Bloom,
divides cognitive objectives into six categories
ranging from simple to complex. Milliken’s Reading

Well series provides opportunities for children to
meet these six objectives.
Knowledge is the ability to memorize information
and recall specific facts.
Skills include recording, outlining, listing, discriminating between facts and opinions,
classifying items, distinguishing between definitions and examples, and summarizing
material.
Comprehension is the ability to grasp the meaning of what has been learned rather
than simply memorizing facts.
Skills include comparing and contrasting like and unlike items, identifying steps in a
process, interpreting charts and graphs, translating verbal material to mathematical
terms, estimating consequences, patterning, and predicting outcomes.
Application is the ability to use material previously learned in new situations.
Skills include inferring, estimating, applying concepts to new situations, ordering,
sequencing, understanding changes in word meanings, and constructing graphs and
charts.
Analysis is the ability to understand both the content and structural form of material
and the ability to break material into its component parts.
Skills include writing analogies, decoding, using logic, drawing conclusions, predicting
sequences, making inferences, and distinguishing between cause and effect.
Synthesis is the ability to put parts together to form a new whole.
Skills include planning, deductive reasoning, creative thinking, testing hypotheses,
drawing conclusions, problem solving, and planning a project.
Evaluation is the ability to use definite criteria to judge the value of material for a
given purpose.
Skills include developing and evaluating criteria, determining appropriateness and
relevancy of information, discovering common attributes, and evaluating material for
extraneous information.

2

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Using Student Assessments
Assessment forms can measure student progress on a variety of reading comprehension
skills. They also enable you to track a child’s literary development over time. Completed
forms can be shared with students and their parents, used as motivational tools, and
used as guides when completing report cards.

Individual Activity Assessment
Most activities in the Reading Well series provide opportunities for students to sharpen
several reading comprehension skills.
The Individual Activity Assessment form can be used as a follow-up for any activity in this
book. A copy of it can be attached to the completed activity for students to take home.

Oral Reading Assessment
This form allows you to track students’ oral reading skills. It can be used on a monthly or
quarterly basis and will be a helpful reference tool at parent/teacher conferences.

Story Summarizing Assessment
This form provides a means to assess a student’s reading comprehension level through
oral or written summaries completed by students.
When used to assess an oral summary, the form can be completed with the student at
the end of the summary.
For written summaries and/or book reports, this form can be attached to the student’s
work and sent home for parent review.

Student Reading Comprehension Skills Assessment

This form allows you to assess a student’s overall level on many reading comprehension
skills. It can be used on a quarterly basis to track progress and provides valuable
information for parents about their child’s progress.

Student Reading Log and Assessment
This form is a self-assessment tool for students as well
as a progress report. It provides an opportunity to
learn at what level a student is comfortable reading
and to suggest appropriate reading material for the
future, providing input for both students and parents.

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Individual Activity Assessment
Student’s name: _____________________________________________ Date: _______________
Activity title: ______________________________________________________________________

Skill Level
4
3
2
1

Student
Student
Student

Student

has mastered this skill
shows high level of proficiency
has basic understanding of this skill
needs improvement on this skill

Skills needed to complete this activity.
Check all that apply.

Skill level

_____ Relate pictures to text

_____

_____ Distinguish between reality and fantasy

_____

_____ Detect causes and effects

_____

_____ Recognize main idea

_____

_____ Compare and contrast

_____

_____ Identify significant details

_____

_____ Recognize rhymes

_____

_____ Sequence events

_____

_____ Follow instructions

_____

_____ Summarize material

_____

_____ Use context clues

_____

_____ Predict outcomes

_____

_____ Draw conclusions

_____

_____ Synthesize

_____

_____ Determine point of view

_____

Suggestions to help student improve these skills: ____________________________________
___________________________________________________________________________________
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Oral Reading Assessment
Student’s name: ___________________________________________________________________

Skill Level
4
3
2
1

Student

Student
Student
Student

has mastered this skill
shows high level of proficiency
has basic understanding of this skill
needs improvement on this skill

Dates of assessment
Reading Skill

Skill Level

Recognizes when words do not
make sense or sound right

_____

_____

_____

____

Self-corrects if word doesn’t
make sense or sound right

_____

_____

_____

____

Pays attention to end punctuation

_____

_____

_____

____

Reads fluently

_____

_____

_____

____

Reads with expression

_____

_____

_____

____

Understands what he/she has read

_____

_____

_____

____

Overall assessment

_____

_____

_____

____

Notes to help student improve: _____________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

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Story Summarizing Assessment
Student’s name: _____________________________________________ Date: _______________
Story Title: ________________________________________________________________________

Scoring
3 detailed
1 fragmentary

2 partial
0 inaccurate

Story elements
Description of setting (time and place)

Score: ____

Description of main characters

Score: ____

Description of problem(s) encountered

Score: ____

Sequencing of major events

Score: ____

Resolution of problem

Score: ____
Total score: ________

Scoring Guide
Level

Total Score

Proficient

13–15

Capable

9–12

Developing

5–8

Unsatisfactory

0–4

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Student Reading Comprehension Skills Assessment
Student’s name: ___________________________________________________________________

Skill Level
4
3
2
1

Student
Student
Student
Student

has mastered this skill
shows high level of proficiency
has basic understanding of this skill
needs improvement on this skill

N/A not applicable at this time
Dates of assessment
Skill

Level of Skill (1–4)

Relates pictures to text

_____

_____

_____

_____

Distinguishes between reality and fantasy

_____

_____

_____

_____

Detects causes and effects

_____

_____

_____

_____

Recognizes the main idea

_____

_____

_____

_____

Compares and contrasts

_____

_____

_____

_____

Identifies significant details

_____

_____

_____

_____

Recognizes rhymes

_____

_____

_____

_____

Sequences events

_____

_____

_____

_____

Follows instructions

_____

_____

_____

_____

Summarizes material

_____

_____

_____

_____

Uses context clues

_____

_____

_____

_____

Predicts outcomes

_____

_____

_____

_____

Draws conclusions

_____

_____

_____

_____

Determines point of view

_____

_____

_____

_____

Overall assessment

_____

_____

_____

_____

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Student Reading Log and Assessment
Student’s name: ___________________________________________________________________
Title of Book

Check one box
Easy

Just right

Hard

____________________________________________________

_______

_______

_______

____________________________________________________

_______

_______

_______

____________________________________________________

_______

_______

_______

____________________________________________________

_______

_______

_______

____________________________________________________

_______

_______

_______

____________________________________________________

_______

_______

_______

____________________________________________________

_______

_______

_______

____________________________________________________

_______

_______

_______

____________________________________________________

_______

_______

_______

The book I liked best was: __________________________________________________________
because __________________________________________________________________________
___________________________________________________________________________________

Assessment of Student Reading Log
_____ Student is reading above level expected.
Keep up the great work!
_____ Student is reading at level expected.
Good job!
_____ Student is reading below level expected.
He/she needs to work harder.

Suggestions for books student might enjoy are: _____________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
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Name: ______________________________________________________ Date: _______________

A Trip to the Farm
Last week Jay’s class went to visit a farm. They saw many animals.
Three pigs played in a mud puddle. Two ponies ate hay. A cow tried to
jump over the fence! They saw a chicken and four baby ducks. The
farmer also had a striped cat and a spotted dog.

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This story is about

.

Draw the animals Jay’s class saw at the farm.

9
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Name: ______________________________________________________ Date: _______________

The Four Seasons
Write a title for each picture. Color the pictures.

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My favorite season is

because

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Name: ______________________________________________________ Date: _______________

Terrible Lizards
Dinosaurs lived millions and millions of years ago. Some ate plants and
some ate meat.
Tyrannosaurus was the largest meat-eater. Its teeth were six inches long.
Stegosaurus was a
plant eater. It had
sharp points on its tail.
The word dinosaur
means “terrible lizard.”
Some dinosaurs were
as large as whales,
while some were

as small as chickens.

Write the answers.

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Stegosaurus was a

It had sharp

eater.

on its tail.

Tyrannosaurus was the largest

eater.

Its teeth were

long.

Dinosaur means “terrible

All dinosaurs were very large.

.”

YES

NO
11

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Name: ______________________________________________________ Date: _______________

Recipe for Lemonade

Lemonade

Ingredients:
1
⁄2 lemon
sugar
2 teaspoons
1
Add sugar
.
⁄3 cup water
ss

la
g
a
to
in
1
n. Pour juice
1 serving.
s
e
k
2 lemo
⁄
a
e
M
z
s.
e
e
e
b
u
Sq
cu
Add four ice
r.
ti
S
r.

te
a
w
and

Number the pictures in order from 1 to 5 to show how to make lemonade.

________

________

________

________

________

Ask an adult to help you make lemonade.
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Name: ______________________________________________________ Date: _______________

Color Coded
Use the code to color each house the right colors.

H = HOUSE
G = GREEN

R = ROOF
Y = YELLOW

W = WINDOW
B = BLUE

D = DOOR
P = PURPLE

Examples: H/Y means color the house yellow.
R/P means color the roof purple.

H/G

R/Y

W/B

D/P

H/Y

R/G

W/P

D/B

H/P

R/B

W/G

D/Y

H/B

R/P

W/Y

D/G

13
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Name: ______________________________________________________ Date: _______________

More House Work
Look at the houses you colored on the last page. Follow the directions.
Dave’s house is blue with a purple roof. Draw Dave standing by the door.

Leah’s house has blue windows and a purple door. Put a sun in the sky by
Leah’s house.
Toby lives in a purple house with a yellow door. Draw a tree by
Toby’s house.
Jo’s house is the only one with a green roof. Put the number 1 on the
door of her house.
Fill in the chart. In the first column, write the colors of your house.
What if you could paint your house any colors at all? In the second
column, write the colors you’d like your house to be.
My house is

I’d like my house to be

house
roof
windows
doors
bedroom walls
bedroom floor
kitchen walls
kitchen floor

14
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Name: ______________________________________________________ Date: _______________

Katie Goes Hopping
One day Katie, the kangaroo,
Went exploring at the City Zoo.
She started off to see the frogs
Then visited with the three wart hogs.
She hopped into the lion’s den,
But quickly hopped back out again.
She hopped some more and found herself
Face to face with the rhino, Ralph.
She saw an ostrich, a wallaby,
And three koalas high in a tree.
She jumped so far she went ker-plunk
And landed on the elephant’s trunk.
When she hopped into the gorilla’s lap,
She reached in her pocket and pulled out a map.
“I’ve seen the giraffes and the buffalo,
But now I think it’s time to go
Back to the place where kangaroos
Are safe and happy in the zoo.”

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Could this really happen?

Why or why not?

Write the rhyming words from the poem.
kangaroo

frogs

den

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wallaby

lap

Copyright © 2002 Milliken Publishing Co.

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buffalo

15

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Name: ______________________________________________________ Date: _______________

What Will Happen Next?
A robin searched for food for her babies.
She found a large tasty worm.

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What do you think will happen next?

Shamara and her friends raked all the leaves into
huge piles. Then they put their rakes away.

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What do you think Shamara and her friends will do next?

Cal dumped the cake mix into a bowl. He added
eggs and water and mixed it all together. Then he
put the batter in a pan.

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What do you think Cal will do now?

Tasha was excited about the new computer
game her friend gave her. She turned on the
computer and put in the disk.

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What do you think Tasha will do next?

16

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Name: ______________________________________________________ Date: _______________

He Had a Dream
Martin Luther King, Jr. was
born in Atlanta, Georgia on
January 15, 1929. As a boy, he
enjoyed baseball, basketball,
football, and other sports. He
also read many books.

Draw a picture for each heading.
Young Martin

When he grew up, Dr. King
spoke to people about
changing unfair laws. He said
it was his dream that
someday skin color would not
matter. Everyone would be
treated equally.
In 1986, the third Monday in
January became a national
holiday to honor the birthday
of Dr. Martin Luther King, Jr.

Dr. King’s Dream

A Hero Remembered

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Name: ______________________________________________________ Date: _______________

Happy Holidays
Write a topic sentence that states the main idea for each story.

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After dad cut off the top, I took out the squishy
middle part. Then I drew a face on the pumpkin.
Dad cut out the eyes, nose, and mouth. On
Halloween, we put a candle inside and lit it.
We had the best jack-o-lantern of all!

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We watched the parade in the morning.
Then we had a picnic and played baseball.
When it was dark, we watched the fireworks
explode in the sky. It’s the only holiday in
the middle of summer!

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Molly cut hearts from red and pink paper.
She added glitter and stickers. Then she wrote
a special message on each one. Everyone
thought Molly’s hearts were beautiful.
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Name: ______________________________________________________ Date: _______________

Baa, Baa Black Sheep
At one time, pioneers made their own clothing from wool. Making
cloth from wool takes much work.
First the sheep must be sheared. Their wool is cut off in spring. Then the
cut-off wool is washed and carded. Carding wool removes all the tangles.
Next the wool fibers are spun. Spinning twists the fibers into yarn. After
that the yarn is dyed. Yarn can be dyed any color of the rainbow. Some
people use yarn for knitting sweaters, scarfs, and other items.
Another way to make clothing from wool is to weave the yarn into
cloth. Once the cloth is made, it can be cut and sewn to make coats,
dresses, skirts, hats, sweaters, and other warm clothing.
At one time, people sheared their sheep and made their own wool.
Today, few people make their own cloth. Only the shearing is still done
by hand.

Number the six steps in order for making wool cloth.
_____ weaving
_____ dyeing
_____ washing
_____ shearing
_____ carding
_____ spinning

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Name: ______________________________________________________ Date: _______________

Cause and Effect
Draw lines to connect the sentences that tell what happened and why.

The lamp fell
off the table
and broke.

Josh ran a twomile race.

Josh taught his puppy a
new trick.

His puppy howled when he
heard the noise.

Josh and his
puppy went
for a walk in
the woods.

He got a good
grade on his test.

Josh played basketball in
the house.

His puppy chased a squirrel.

Josh studied hard for his
spelling test.

His puppy
rolled over.

The first time
Josh played the
violin, the sound
was terrible.

He was very thirsty.

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Name: ______________________________________________________ Date: _______________

The Rest of the Story
Write an ending sentence for each story.
Shaque saw a black cat. “Oh no,” he thought. “Black cats are bad
luck.” He was so busy thinking about the black cat that
he didn’t see what was in the middle of the sidewalk.

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Tina baked a cake for her mom’s birthday. Her aunt and uncle came
for the birthday party. Tina’s aunt sat on the cake.

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Rachel closed her eyes. She threw a penny in the wishing well and
made a wish. The next day her wish came true.

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Brett liked to sleep. He slept late every morning. He took naps at school.
He slept in the car, at movies, anywhere and everywhere. One day Brett

suddenly woke up.

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