Reading Comprehension Grade 2 Pdf Download Free Download

Use these printable worksheets to improve reading comprehension. Over 100 free children's stories followed by comprehension exercises, as well as worksheets focused on specific comprehension topics (main idea, sequencing, etc).

Use our free, printable reading comprehension passage exercises to improve your student's reading skills! Recognizing letters and words is an important first step in learning to read. However, it is only a first step; it is vital that students comprehend, or understand, what they are reading. They must be able to get the meaning of the text: What is the author telling the reader? This is reading comprehension, and it is an essential skill for success in school and in the real world. Below are our reading comprehension worksheets grouped by grade, that include passages and related questions. Click on the title to view the printable activities in each grade range, or to read the details of each worksheet. They are free for use in the home or in the classroom. Be sure to check out our spelling words activities too!

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This has been a hard question for me to respond to for quite a few years now. I have felt somewhat torn about what kind of reading skills I have wanted to assess in order to fit my vision for a proficiency oriented course. Finally, I have a plan, and I feel confident that it will support my students' progress on the path to proficiency.

I unveiled my new reading assessment rubric during a Facebook LIVE on Friday. With many teachers adopting the SOMOS Curriculum this year that have no background in Comprehension Based teaching or Standards Based Assessment, I knew that I needed to bring some clarity around my vision for assessment. If you'd like to understand my complete vision, please search #newtosomos and #assessment in the SOMOS Curriculum Collaboration group.

I feel confident providing this rubric to teachers using my curriculum because it evaluates progress within the framework of comprehension based instruction. In comprehension based courses, students develop what Terry Waltz calls 'micro-fluency' in her fantastic manual, TPRS with Chinese Characteristics. In the classroom context, our students seem to almost skip over the Novice proficiency level in the interpretive mode altogether. (Keep in mind that ACTFL's Proficiency Guidelines do not describe performance in the classroom setting, but in the real world! Students in comprehension based programs do NOT skip over the Novice level in the real world.) Because of this micro-fluency, I think that evaluating student interpretive comprehension using rubrics that are aligned with more traditional L1 reading comprehension rubrics better communicate student progress toward the goal of proficiency and better inform my instruction.

Here are a bunch of free reading comprehension worksheets. These will help students master reading skills. You can print, edit, or complete these worksheets online. Try the nonfiction or short story reading worksheets to cover general reading skills. Or focus on specific reading skills like making predictions.

There are a number of things we can do to improve our reading comprehension. When reading we should try to focus on reading content that we like, and we should read aloud as often as we can. Reading aloud has been shown to improve cognitive ability. If you run into a section of a reading passage that trips you up consider re-reading it. When you come across a word that you are not familiar with, write it down and look it up later. You will be much more likely to understand that word the next time you see it. When you finish reading make sure to write down any questions that you might have. In our reading comprehension worksheet section you find varying grade levels of reading worksheets that also come with multiple choice, free response, or essay questions. Sorry, but we can't provide you with word for word answers, since all the worksheets are either essays or free response. Just simple explanations will do there.

This is where we start to ask students real questions from page long passages. Being an avid reader is only one of the components of helping your comprehension. Constructing a mental picture in your mind as you read is a helpful activity.

Students begin to read lengthy works and start to work on their reading endurance. We highly encourage teacher at this level to include some form of daily independent reading activity in their routines. This will pay you back ten-fold, if you can maintain a productive environment for students.

We find at this level that there is a clear divide between those students that are struggling to keep the head above water and those that cruising right along. It usually comes down to vocabulary words. Those that have a low vocabulary index often have a weaker ability to comprehend. This series is really broad and is meant for extra practice for students in the grade range.

Things start to become much more content based as students approach high school. This is usually when most parents provide their children with mobile phones to stay in contact and keep tabs on their more independent children. We encourage you to minimize this distraction when students are reading.

We highly encourage students to discuss what they read to find hidden meanings that they may have missed. At this level we encourage teachers to share the books that they are reading independent with students. If you can try to pick works that are targeted for your lower level students, you might just engage them more.

This is where students start to begin reading classic literature and see new forms of language they have not seen until now. We encourage you to start setting monthly goals for your students. Students at this level are starting to prepare for college admissions to some extent and broadening their horizons should be your focus.

We created this as a miscellaneous reading section for students of all levels. It is great to help them transition to writing about what they read. You should have them try to determine the plot of the story just from the title. When they complete the work, they should compare their original thoughts with what they learned after completing the work. Have them write their own questions that were not part of the worksheet.

If you want to get the most out of what you read, whether you're pursuing your favorite hobby or improving yourself in school, it's essential to improve your reading comprehension skills. However, improving these skills can seem like an insurmountable task if you don't know where to start. The good news is that there are many strategies you can use to read more effectively and improve your understanding of what you read, no matter what type of material it is.

It may seem ridiculous, but it works. Whenever you come across a word you don't know, circle it and keep going. When you're done reading, go back and look up each of those words in your dictionary or online.

Keeping that pen in hand forces you to process what you're reading and lets you naturally improve your vocabulary. You can even try highlighting or underlining certain lines as an alternative if writing with a pen isn't your thing.

This can be accomplished in different ways. One way is to create flashcards and quiz yourself, and another is simply reading a large quantity of material. The key here is to push yourself harder than you usually do.

Set aside an hour or two each day for reading comprehension work and make sure it counts. Just skimming over something won't improve your skills very much at all. Instead, focus on your ability to pick out important details from what you read. If there are words or concepts that you don't understand, look them up in a dictionary or online and add them to your vocabulary list (or ask someone about them). Another thing you can do is try using context clues when trying to figure out difficult words.

The key to improving your reading comprehension lies in leveraging your inherent ability and some smart techniques. The best way is to read! In fact, read anything you can get your hands on. But also, try using some of our tips next time you find yourself with a page or screen in front of you and want something more out of it than just text or data.

Results are reported as percentages of students performing at or above three NAEP achievement levels (NAEP Basic, NAEP Proficient, and NAEP Advanced). Students performing at or above the NAEP Proficient level on NAEP assessments demonstrate solid academic performance and competency over challenging subject matter. It should be noted that the NAEP Proficient achievement level does not represent grade level proficiency as determined by other assessment standards (e.g., state or district assessments).

Item maps illustrate how specific reading knowledge and skills correspond to different NAEP achievement levels. Item maps answer the question, "What does it mean for students to be at NAEP Basic, NAEP Proficient, or NAEP Advanced in terms of what they know and can do?"

In a sample of 195 first graders selected for poor reading performance, the authors explored four cognitive predictors of later reading comprehension and reading disability (RD) status. In fall of first grade, the authors measured the children's phonological processing, rapid automatized naming (RAN), oral language comprehension, and nonverbal reasoning. Throughout first grade, they also modeled the students' reading progress by means of weekly Word Identification Fluency (WIF) tests to derive December and May intercepts. The authors assessed their reading comprehension in the spring of Grades 1-5. With the four cognitive variables and the WIF December intercept as predictors, 50.3% of the variance in fifth-grade reading comprehension was explained: 52.1% of this 50.3% was unique to the cognitive variables, 13.1% to the WIF December intercept, and 34.8% was shared. All five predictors were statistically significant. The same four cognitive variables with the May (rather than December) WIF intercept produced a model that explained 62.1% of the variance. Of this amount, the cognitive variables and May WIF intercept accounted for 34.5% and 27.7%, respectively; they shared 37.8%. All predictors in this model were statistically significant except RAN. Logistic regression analyses indicated that the accuracy with which the cognitive variables predicted end-of-fifth-grade RD status was 73.9%. The May WIF intercept contributed reliably to this prediction; the December WIF intercept did not. Results are discussed in terms of a role for cognitive abilities in identifying, classifying, and instructing students with severe reading problems. 006ab0faaa