Reading Materials For Grade 2 With Comprehension Free _VERIFIED

Jacob's Ladder is a supplemental reading program for the William & Mary language arts units; Jacob's Ladder targets reading comprehension and critical thinking skills in high-ability learners. In the form of three skill ladders connected to individual readings in poetry, myths/fables, and nonfiction, students move from lower-order, concrete thinking skills to higher-order, critical thinking skills. For example, Ladder A moves students from Sequencing to Cause and Effect to Consequences and Implications. These materials are now available from gifted education publisher Routledge.

From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently. Students can complete the activities in small groups, pairs, or individually.

Reading Materials For Grade 2 With Comprehension Free Download

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Paired reading: Pair students up. Have them take turns reading the text to each other. One student read a page or paragraph and the other gives feedback. Then the students switch roles. During this activity, the teacher circulates throughout the room, giving feedback as needed. Link some comprehension work to this. At the end of each section of reading, have the students determine the main point(s) of that section or compose a good test question about that part of the material.

Repeated Reading: Students read aloud a portion of text (perhaps a 100-word chunk, or the first couple of paragraphs). The teacher or another student gives feedback, and the student tries it again. This repetition continues three times or until the student can read it with 99% accuracy, at more than 100 words per minute, and with expression that suggests successful comprehension (White, et al., 2021). This can be combined with paired reading. Repeated reading is especially valuable with content materials. Understanding such texts often requires this kind of intensive rereading anyway, so the rereading is appropriate.

Chunking: Studies suggest that chunking can be helpful with older students. In this, the teacher initially provides text with phrasal boundaries marked. Students of all ability levels tend to get a boost from this material. After they have had some practice reading materials so marked, then give them unmarked texts and have them working in teams or individually to identify phrasal boundaries.

No, not all older students need fluency work. Some students are particularly good at fluency. If students can read grade level text with a high degree of accuracy, speeds of about 150 wcpm, and with proper expression, then fluency instruction/practice is a time waster. As kids progress through the grades, the proportion who are sufficiently fluent increases. Fewer students should require fluency work as time goes on.

Yes. It is important that students learn how to read those books well. If students are to become independent learners in algebra or chemistry, they must read those texts fluently. Technical subjects require that students read texts intensively, rereading some parts again and again. Unfortunately, many high school students read this material once for gist only. Fluency work can become a powerful way for teaching students how to understand these materials.

Research on these techniques has found them to improve word reading, fluency, and reading comprehension. Whatever it is that students learn from fluency training with particular texts has been found to transfer to their performance with other texts.

Erin--

I know of no such research. The relationship between oral reading fluency as measured by words correct per minute is very closely related with reading comprehension in the early grades, and this correlation diminishes as students progress up the grades. For second graders, fluency explains more than 60% of the variation in reading comprehension and this falls to about 25% by grade 8. In other words, the relationship changes over time, so a statistic like the one you are asking for would certainly depend upon grade level. Reading faster doesn't improve reading comprehension, but increasing automaticity (in this case, the students' ability to decode the words easily enough that conscious attention can be directed to reading comprehension). If the student reads faster simply because he/she is hurrying, then I wouldn't expect it to improve comprehension. However, if the student is become particularly skilled in recognizing or decoding words with ease (which would likely be apparent in faster reading), then it would usually be expected to enhance reading comprehension. That would suggest the importance of decoding instruction.

tim

The Relay Reader app (relayreader.org) has a library of books where readers can take turns reading aloud with a professional narrator. There are books for younger readers and for older readers, from The Wizard of Oz all the way to Pride and Prejudice. Novels exhibit a large variety of textual features that express a variety of moods and attitudes -- oral reading is a great way to hone one's skills in discerning and performing those. If you can tease out Jane Austin's irony when reading aloud P&P, you are in a very good shape in terms of both comprehension and control of the nuance of oral expression. The model narrations of Pinocchio and P&P are particularly exquisite, though there are many good narrations in the Relay Reader library.

Hello Tim,

I'm interested in your discussion of children's oral reading in the upper elementary grades.

Seems to me that there are at least two quite different functions for oral reading.

(1) Diagnostic oral reading--as you point out--allows teachers to detect reading problems. Also--as you point out--when students can read "grade-level" texts at 150 wpm or more, further use of this diagnostic reading may no longer be needed.

(2) Performative oral reading--oral reading as might be done for an audience. A different kind of diagnostic reading--for showing a deeper understanding of a text. Note that teachers (and parents?) are advised to read a text to themselves prior to reading aloud to an audience. You really should have a good understanding of a text before reading it to an audience--reading with effective "feeling", emphasis, etc.

Performative oral reading may also be a good "consolidation" activity--in some cases reading for younger audiences. But it's quite a different instructional activity than diagnostic reading in a classroom.

Cheers, Andy Biemiller

Andy--

Both diagnostic and performative oral reading have a place in middle and high school. However, so does the pedagogical. Research has found that such practice improves reading comprehension (and at least with younger students and poor readers it has a positive impact on word reading ability). The point isn't to make kids great performative readers but to provide supported practice in reading text in which all the words are articulated (rather than skipped if they pose some kind of problem which can be the case with silent reading). S.J. Samuels also emphasized the importance of repetition in such practice -- improving performance with a particular text with the idea that what is being learned will generalize to other text.

thanks.

tim

Kristin--

I'd first take a careful listen to how the student was reading. I would like to be sure of what was going on since it is hard to read well (with comprehension) if you are not fluent. I'd be real curious as to what was going on with the fluency part of that equation. For instance, some kids just get real nervous when their reading is being evaluated and their disfluency is more due to being observed to any reading problem. Likewise, some kids read very well in terms of accuracy and phrasing but they are very slow. Speed is important as an indicator of automaticity, but it isn't automaticity itself. That means that it could be possible that a youngster is just reading very thoughtfully and carefully ensuring high comprehension but is reading slowly to do that (that isn't really a problem). Likewise, I'd take a real careful look at the student's reading comprehension. Perhaps the fluency measure is accurate while the reading comprehension measure is superficial (all kinds of ways that can play out-- such as the bright poor reader who can pick up enough from the teacher's statements and the discussion to make it seem like he/she comprehended the text). Maybe I'd assign a challenging grade level text and would ask the student to read it and write a somewhat detailed summary of the text.

If the student is actually more fluent than the oral reading test indicated or the student didn't comprehend as well as the comprehension estimate suggested, then the mismatch in performance is a measurement problem. On the other hand, if after this kind of careful reanalysis, it turns out the discrepancy is real then I would treat/teach this student the same way that I would students who were meeting my fluency goals (remember, the purpose for teaching fluency is to enable comprehension). The correlation between fluency and comprehension is quite high -- but it is not perfect.

tim

Thank your for your insights, Mr. Shanahan.

Working with sixth and seventh grade remedial students, I've seen some fluency growth through Readers Theater. There are some inviting scripts out there, but I've also found that writing ones specific to the students often engages the most reluctant reader. Though time consuming, teaching the students to write their own scripts has also been productive.

Another tool some may want to investigate is the Reading Progress function on Microsoft Teams. Many students ask for a "do over" on their reading recording. Exactly what they need, repeated readings, yet they are ASKING to do it. 006ab0faaa