Penfield Central School District

Penfield Central School District Early Literacy Profile Grade 2 2012-13

TABLE OF CONTENTS

Calendar……………………………………………………………………………………………………………………….…2 Student Profile Sheet…………………………………………………………………………………………………3 Developmental Reading Assessment (DRA2)……………………………………………….…..4 Sight Word Assessment………………………………………………………………………………………5 - 6 Phonograms……………………………………………………………………………………………………………..7 - 9 Writing Sample…………………………………………………………………………………………..………10 - 11 Silent Reading Comprehension Assessment…………………………………………….…..12 - 23 Listening/Literary Response………………………………………………………………………....24 – 28

1 4/22/2018 Penfield Central School District Early Literacy Profile Grade 2 Calendar 2012-13

Sept Oct/Nov. Dec Jan Feb/March March/April May/June Common DRA2 Phonograms Silent Reading Listening/ DRA2 Writing: DRA2 Required Comprehension Literary It Takes a Village - Assessments Sight words Writing: Someday a Response Write one Phonograms (only for those Tree - Using evidence paragraph students from the story and explaining an Writing: Velma recognizing fewer knowledge you have example of Gratch and the than 200/220 about trees from Tell interdependence Way Cool Butterfly words in the Me, Tree, write about from It Takes a - Write one spring of Grade 1 how the community Village. paragraph about and new entrants) might support the Velma at the growing of the new beginning of the trees. book and one paragraph about Velma at the end of the book.

Benchmark DRA2 Phonograms: 20/37 Silent Reading Listening/ DRA2 Writing: 4/5 DRA2 Expectations instructional Comprehension: Literary instructional instructional level Give you a sense level: 18 Writing: 3/5 9/25 Response: level: 24-28 28-30 of how well a 5/6 student would Sight words: Phonograms: typically perform 200/220 35/37 at that point in the year. Failure to Writing: 4/5 meet the benchmark does not automatically qualify a student for RTI services, nor does it direct the report card grade. Recording Scores Record results in Record results in IC Record results in Record Record DRA2 Record results in Record results in IC. If student had IC results in IC Instructional IC IC Infinite Campus= already mastered Level in IC IC sight words in Grade 1, put “220”

2 for the score.

3 4/22/2018 Penfield Central School District Early Literacy Profile Grade 2 Student Profile

Name: ______

Teacher: ______

Components Sept-Dec Jan-March April-June Developmental Reading Assessment

(DRA2) Sight Word Assessment /220 XX XX Phonograms /37 XX /37 Silent Reading Comprehension /25 XX XX

Assessment Listening/Literary Response XX /6 XX Writing Sample /5 /5 /5

Since ELP scores are now entered into Infinite Campus, this sheet is for your use only if you choose to use it. It does not need to be completed for each student.

Penfield Central School District Early Literacy Profile 4 4/22/2018 K-5 Assessment – Developmental Reading Assessment (DRA2)

Purpose of this component: The purpose of this assessment is to determine each student’s instructional reading level. An instructional reading level is the level at which the student is able to read between 90-94% decoding accuracy, appropriate reading rate (fluency) and comprehension. The assessment is designed to inform reading instruction, to determine guided reading groups and select appropriate texts.

When this component is to be administered: September, February/March, May/June

Materials needed:  Previous DRA2 data to determine the highest level student is able to read instructionally  Developmental Reading Assessment Kit 2 for the appropriate grade level

Administration Directions:  Read and follow the Assessment Guidelines found in the Teacher Manual included in each kit.  Review how to take and analyze a Running Reading Record.  Teacher should select the appropriate level text to be read based on the DRA2 level results from previous assessment period or from knowledge of student’s current reading classroom performance.  Record anecdotal observations on student protocol sheet.

Scoring Guidelines:  Guidelines for scoring the assessment are located in the Teacher Guide under Assessment and/or Comprehension Sections or the disc in the DRA2 Kit.  For intermediate level text, refer to the section titled, “Student Written Responses”, to analyze written retellings.  Analyze student responses to determine instructional reading level and need in areas of oral reading, fluency, and comprehension.

What to do with the results: Teacher records the results in Infinite Campus (and on the Student Profile Sheet, if desired). Results should be shared with the building RTI Coordinator in order to determine RTI service needs. Results should also inform instruction; providing the teacher with goals for each student between assessment periods.

5 4/22/2018 Penfield Central School District Early Literacy Profile K-2 Assessment – Sight Word Assessment

Purpose of this component: Students making adequate progress in reading, according to the New York State Common Core ELA Standards , are able to read automatically a set of high frequency words. This assessment will help the teacher learn about the student’s sight word knowledge. The kindergarten word list includes the words most frequently seen in DRA2 levels 1-3 based on Marie Clay’s reading research. Building sight word knowledge supports students in their fluency, word attack, and confidence in reading.

When this component should be administered:  Grade 2 – September (only for students with less than 200 sight words in spring of grade 1)

Materials needed:  Student copy of the sight words (can use the list of words or word cards)  Record sheet used by the teacher

Administration Directions: Teacher administers this assessment with each student individually. Teacher asks student to read the sight words one at a time from top to bottom of the list of words. As always, teachers should use professional judgment to determine when it would be appropriate to stop or move on. However, as a general guideline, if a student misses five words in a row, teacher should stop the assessment. If a student gets all words correct, move on to the next list.

Scoring Guidelines/Interpreting results: Student receives one point for each correctly identified sight word. Teacher notes self-corrections on the record sheet. If a student mastered the 220 sight words in Grade 1, he/she does not need to be re-assessed. A score 0f 220 would be put in IC for such students for the Grade 2 Sight Word Assessment.

What to do with the results: Teacher records the overall results (number of sight words) in Infinite Campus (and on the Student Profile Sheet, if desired). Results should be shared with building RTI Coordinator in order to determine service needs. Results should also inform instruction; providing the teacher with goals for each student in between assessment periods.

6 4/22/2018 Penfield Central School District Early Literacy Profile K-2 Assessment – Sight Word Assessment

Name ______

K- Jan/Feb K- May/June Gr1- Sept Gr1- Jan/Feb Gr1- Gr2- Sept May/June Kindergarte /25 /25 /25 /25 /25 /25 n

Pre Primer /23 /23 /23 /23 /23 /23

Primer /45 /45 /45 /45 /45 /45

List 1 /35 /35 /35 /35 /35 /35

List 2 /48 /48 /48 /48 /48 /48

List 3 /44 /44 /44 /44 /44 /44

Total /220 /220 /220 /220 /220 /220

7 4/22/2018 Penfield Central School District Early Literacy Profile Grade 1-2 Assessment - Phonograms

Purpose of this component: The use of word recognition strategies, including phonics, is an important part of learning to read. Students making adequate progress in decoding and fluency, according to the New York State Common Core ELA Standards, are able to read common word families automatically and decode by analogy using knowledge of known words in word families to read unfamiliar words. This assessment will help the teacher learn about the student’s ability to recognize and read the thirty-seven most frequent word families quickly and accurately. This information will support teachers in word work instruction during guided reading during ELA block.

When this component should be administered:  Grade 1 – May/June  Grade 2 - October  Grade 2 - May/June

Materials needed:  List of Phonograms  Student Scoring Sheet

Administration directions: Teacher administers this assessment with each student individually. Teacher asks student to read the list of phonograms. Teacher records student score on the student ELP Profile Sheet. It is not necessary for the student to give examples that would belong in the word family. Once a student has scored at least a 35/37, he/she does not need to be re-assessed. This score is then recorded each successive assessment period.

Scoring Guidelines/Interpreting results: Student receives 1 point for each correct response. Student errors can be recorded by the classroom teacher on the student scoring sheet.

What to do with the results: Teacher adds up the total score and records the total in Infinite Campus (and on the Student Profile Sheet, if desired). Results should be shared with building RTI Coordinator in order to determine RTI service needs. Results should inform instruction; providing the teacher with goals for each student in between assessment periods.

8 4/22/2018 Penfield Central School District Early Literacy Profile Grade 1-2 Assessment – Phonograms

PHONOGRAM 1-M/J 2-O 2-M/J PHONOG 1-M/J 2-O 2-M/J RAM ack ice ail ick ain ide ake ight ale ill ame in an ine ank ing ap ink ash ip at it ate ock aw oke ay op eat ore ell ot est uck ug ump unk

9 4/22/2018 Penfield Central School District Early Literacy Profile Grade 1-2 Assessment - Phonograms ack eat ice ock uck ail ell ick oke ug ain est ide op ump ake ight ore unk ale ill ot ame in an ine ank ing ap ink ash ip at it ate aw ay

10 4/22/2018 Penfield Central School District Early Literacy Profile Grade 2 Assessment – Writing Samples

Purpose of this component: Students making adequate progress in writing, according to the New York State Common Core ELA Standards, are able to write a variety of compositions including narrative, informative/ explanatory and opinion pieces.

When this component should be administered: Each of these writing assessments will be administered at the end of each of the three Common Core ELA Units posted on the electronic Grade 2 file cabinet. Teacher administers each writing task with the whole class as follows:  October/November – ELP writing: Someday a Tree – “Using evidence from the story and knowledge you have about trees from Tell Me, Tree, write about how the community might support the growing of the new trees.”  March/April – ELP writing prompt: It Takes a Village – “Write one paragraph explaining an example of interdependence from It Takes a Village.”  May/June – ELP writing prompt: Velma Gratch and the Way Cool Butterfly – “Write one paragraph about Velma at the beginning of the book and one paragraph about Velma at the end of the book.”

Materials needed:  Writing prompts from the Common Core Units  Five Point Beginning Writer’s Rubric, Adapted from 6 + 1 Trait Rubric (page 11 in this document)

Scoring Guidelines/Interpreting results: Grade level teams are to teach the three Common Core units at approximately the same time and collectively score the students’ writing using the Five Point Beginning Writer’s Rubric (Adapted from 6 + 1 Trait Rubric) For each writing assessment - score the writing for:  ideas and content  organization  sentence fluency  word choice  conventions Determine a holistic score (out of 5) and put that score into IC.

What to do with the results: Teacher records the writing scores (out of 5) for each student in Infinite Campus. Results of the writing samples should be shared with building RTI Coordinator in order to determine intervention needs. The May/June writing sample should be passed on to the next year’s grade level teacher.

11 4/22/2018 Five Point Beginning Writer’s Rubric Grade 2 ELP Writing Tasks 2012-13

1 2 3 4 5 EXPERIMENTING EMERGING DEVELOPING CAPABLE EXPERIENCED Ideas & Content Big Idea is unclear; Big Idea is conveyed Big Idea is stated in Big Idea is clear, but Big Idea is clear; topic (Clear & Focused) print sense is just in a general way text general—a simple is narrow, fresh, and beginning through text, labels, story or explanation original symbols Organization Beginning/ending is A bare beginning is Beginning and middle Beginning, middle, Beginning attracts, (Order & Structure) absent present are present, but no and predictable ending middle works, ending ending are present is present

Word Choice No words are present Words are difficult to General or ordinary Favorite words are Specific, accurate (Use of Interesting – —only letters strung decode; some are words convey message used correctly words are used well Precise Words) together or scribbles recognizable Sentence Fluency Letters and words are Words are strung Simple sentences are Simple and compound Consistently varied (Flow & Rhythm) scribbled across page together into phrases used to convey sentences strengthen sentence construction meaning piece enhances piece Conventions Nearly every Some conventions are Half of conventions More conventions are Conventions require (Standard Writing convention requires correct, most are not are correct and half correct than not little editing to be Supports editing need editing published Readability)

12 Penfield Central School District Early Literacy Profile Grade 2 – Silent Reading Comprehension Assessment

Purpose of this component: Students making adequate progress in reading, according to the New York State Early Common Core ELA Standards, are able to read or listen to grade level texts and answer literal, inferential, and critical/application questions. This assessment will help the teacher learn about the student’s ability to read silently and then process a variety of genres/texts in a timed, on-demand setting.

When this component should be administered:  December

Materials Needed:  Student Silent Reading Assessment packet  Teacher Answer Key

Administration Directions: Teacher should administer this assessment in a whole group. Testing accommodations should be provided according to a student’s IEP. Students reading at or below a DRA2 level of 16 do not need to complete this assessment. Teacher should give such student a score of 0/25 on the Student Profile Sheet. Teacher passes out the assessment and reads through the direction on each page on the assessment to the class. Teacher should allow 45 minutes for students to complete the assessment. If a student does not finish in the allotted time, the teacher should notate where they are and then student should finish the assessment. The recorded score should be the score the student received for performance during the 45 minute testing period. However, for teaching purposes, you'll want to note how the student performs without the time restraint.

Scoring Guidelines/Interpreting Results: See teacher answer key

What to do with the results: Teacher records the results in Infinite Campus (and on the Student Profile Sheet, if desired). Results should be shared with the building RTI Coordinator in order to determine RTI service needs. Results should also inform instruction; providing the teacher with goals for each student between assessment periods.

13 4/22/2018 Penfield Central School District Early Literacy Profile Grade 2 – Silent Reading Comprehension Assessment

Teacher Answer Key

1. A 2. B 3. C 4. B 5. B 6. A 7. D 8. B 9. A 10. C 11. A 12. B 13. B 14. C 15. C 16. A 17. B 18. D 19. C 20. A 21. D 22. B 23. C 24. D 25. D

14 4/22/2018 Grade 2 Midyear Comprehension Check-Up

Name ______Date ______Score: /25

15 4/22/2018 Name ______Date ______

Read the letter. Then circle the best answer to each question.

123 Green Road Dina, MD 43210 March 21, 2006

Dear Grandma,

Thank you so much for the cookies you sent me. They were so good that I ate them all! I did share some with my friend Jason. He liked them too. Could you please send me a recipe so I can make some with Mom? Thanks! I love you.

Love, Kim

1. Why is Kim writing to her Grandmother? a. To thank her for the cookies b. To ask Grandma to come to visit her c. To tell Grandma about school d. To tell Grandma about her friend Jason

2. Who ate the cookies? a. Grandma and Kim b. Kim and Jason c. Jason and Grandma d. Kim

16 4/22/2018 Read the passage. Then circle the best answer to each question.

Let’s Count Teeth

Teeth come in all shapes, sizes, and numbers. Teeth can be sharp, curved, or round. They can be big or small.

Children and adults do not have the same number of teeth. A child has 20 baby teeth, or milk teeth. He or she will start to lose those teeth around the age of 6. An adult has 32 permanent teeth.

A beaver has about 20 teeth. It uses its curved front teeth to chew wood. A beaver’s front teeth never stop growing. A hippopotamus can have up to 44 teeth. A hippo’s teeth are large. When a hippo is angry, it will open its mouth to show its teeth.

Some animals have thousands of teeth! A shark can have almost 5,000 teeth. Its teeth are razor sharp. Sharks lose their teeth and grow brand-new ones every two weeks.

3. What is another name for a child’s baby teeth? a. permanent teeth b. infant teeth c. milk teeth d. little teeth

4. Who has 32 teeth? a. beavers b. adults c. sharks d. children

5. How often does a shark grow teeth? a. every week b. every two weeks c. every month d. every year

17 4/22/2018 6. Which pair has the same number of teeth? a. children and beavers b. adults and hippos c. beavers and adults d. hippos and sharks

7. When does a hippo show its teeth? a. when it is sad b. when it feels sick c. when it is happy d. when it is angry

18 4/22/2018 Frog or Toad?

Frog or Toad?

19 4/22/2018 Category Frog Toad Skin Smooth and moist dry and bumpy Teeth In top jaw none Back Legs Long and used for Short and used for jumping crawling Eyes Bulge out from body Poison glands behind eyes

Both frogs and toads are amphibians. Read the table to find out some differences between them. Then choose the word or words that best complete each sentence.

8. Both frogs and toads have ______. 11. Frogs use their back legs for ______. a. long legs a. jumping b. back legs b. crawling c. running d. sleeping 9. A frog has skin that is ______. a. smooth and moist b. dry and smooth 12. Toads have ______. c. dry and bumpy a. bulging eyes d. moist and bumpy b. poison glands c. long legs d. teeth 10. Toads do not have ______. a. eyes b. skin c. teeth d. back legs

20 4/22/2018 Read the poem. Then circle the best answer to each question.

New Shoes Anonymous

My shoes are new and squeaky shoes, They’re very shiny, creaky shoes, I wish I had my leaky shoes That mother threw away.

I like my old brown leaky shoes, Much better than these creaky shoes, These shiny, creaky, squeaky shoes I’ve got to wear today.

13. What did mother do with the old shoes? a. She put the shoes in the closet. b. She threw the shoes away. c. She patched the holes in the shoes. d. She shined the shoes.

14. What is the main reason the author uses words such as “shiny” and “squeaky”? a. To tell a story about shoes b. To make the poem easy to read c. To show how the shoes look and sound d. To explain why the speaker likes her shoes

15. What is the main message of the poem? a. The author thinks the shoes sound funny. b. The author likes the new shoes. c. The author wants the old shoes back. d. The author wants new socks to go with the shoes.

21 4/22/2018 Read the story. Then circle the best answer to each question.

Being a Fish By Russell E. Erickson

Would it be fun to be a fish? They are, after all, quite different from us.

Fish have no ears as we do. Their bodies are covered with thin, flat plates called scales. The only sounds they know are what they feel using certain scales along their sides. These are special scales called lateral lines.

We get oxygen from the air by using our lungs. Fish get oxygen from the water by using the gills on the sides of their heads. We can play in water and on land, but fish must stay in the water all the time.

Fish never get hot or cold. They are called cold-blooded because they are always the same temperature as the water around them. That means they have no need for hot soup, cold lemonade, cozy blankets or cool sandals.

All in all, it’s probably more fun being us.

16. This story mainly tells______. 16.a. how fish are different from people 16.b. how many kinds of fish there are 16.c. where fish can be found 16.d. how fish swim

17. How do fish hear? a. with ears b. by feeling c. by tasting d. by smelling

18. Which question does the story answer? a. Do fish have teeth? b. How can I catch a fish? c. Do fish sleep? d. What does cold-blooded mean?

19.You would most likely find a story like this in a book about______. a. Farm animals b. Water fun c. Sea life 22 4/22/2018 d. Swimming

23 4/22/2018 Read the story. Then circle the best answer to each question. The word ‘casserole’ means a mixture of food served in a baking dish.

Candy Casserole

A green pile of steamy broccoli sat on Joe’s plate. He poked it gently with his fork. There wasn’t even any cheese on it. The baked chicken had some kind of orange stuff on it. “Yuck! What is this?” Joe grumbled. Next to that was a ball of rice with corn, peas, and carrots in it. “Mom can’t possibly expect me to eat broccoli, corn, peas, and carrots all in one dinner!”

Then Joe saw a shadow fall across his plate. He looked up and saw a very angry Mom. He managed a weak smile. “I just don’t really like…” he began.

“Real food?” his mother interrupted.

“Why can’t kids just eat candy?” Joe asked.

“You can’t eat candy all the time. It’s very unhealthy. All those sweets will make your stomach hurt!” Mom exclaimed.

Joe thought for a few seconds and said, “How can something that tastes so good be bad for you? Let me fix my own dinner.”

“Joe, what am I going to do with you? Why do you always have to learn things the hard way?” Mom asked, shaking her head. “I have to prove everything to you. Fine, go fix your own dinner!”

Joe couldn’t believe his luck. He dashed to the kitchen before his mother could change her mind. He had an idea for a meal unlike any Mom would ever make.

In the cabinets Joe found a big bowl and filled it with crunchy cereal. Then he added chocolate chips. He carefully climbed the step ladder to reach where Mom kept all the candy for holidays and birthday parties. He would show Mom just how good candy could be for a kid.

Joe pulled out the chocolate bars and the peanut butter cups. He broke them into bite- sized pieces and dropped them into the bowl of cereal. He grabbed a wooden spoon and mixed together the cereal, chocolate chips, and candy pieces to make his dinner. Then he poured milk over the entire recipe. He would call it candy casserole. “This is going to be great!” he exclaimed as he took his huge bowl and giant spoon out to the dining room.

24 4/22/2018 When Joe returned to the table, the broccoli was still there and smelled terrible. The orange stuff on the chicken was as hard as a turtle’s shell. He looked at his own dinner in the big bowl and grinned from ear to ear.

Joe’s first bite was heavenly. It was crunchy and had a perfect chocolate taste. Maybe he would write a cookbook just for kids who hated broccoli and orange chicken. As Joe sat eating his candy casserole, his little brother Sam peered into the bowl. He must have liked the orange chicken and the vegetable rice, too, because his plate was clean. Mom set a piece of chocolate cake on the table in front of Sam. “Joe, you’re welcome to have some cake, too, if you finish all your dinner,” Mom offered.

“Thanks, Mom,” Joe said. “I would love some.”

After a few more bites of the candy casserole, Joe felt his stomach rumble. “I guess I was hungrier than I thought,” he said to himself. He continued to eat more, and the rumble in his stomach turned into a roar. “Maybe just looking at that broccoli makes me sick!”

By the time Joe could see the bottom of the bowl, he felt awful. He stirred his dinner with the giant spoon and tried to take another bite. His mouth began to tingle, and his throat felt tight. The sounds coming from his stomach were getting louder. Now he was really feeling sick, and that piece of cake on his brother’s plate no longer looked appealing.

Joe looked around the room at his family. They looked as if they felt fine. Their broccoli hadn’t made them feel bad. Mom was quietly watching Joe. “Are you O.K.?” she asked. “You don’t look well.”

Joe held his stomach and said, “I think I’m going to go lie down for a while.” As he walked out of the dining room, he decided that it would be a long time before he made dinner for himself again.

20. How does Joe change by the end of the story? a. He understands that he can’t eat candy for dinner. b. He thinks that his brother should eat candy dinner with him. c. He decides that chicken and broccoli are his favorite foods. d. He believes that candy casserole is better than chocolate cake.

21. Why doesn’t Joe eat cake for dessert? a. He is too full for dessert. b. His brother eats his piece. c. His mother doesn’t offer him any. d. He is feeling sick after his meal.

22. This selection was most likely written to 25 4/22/2018 a. teach young people how to cook b. tell about a boy who learns a lesson. c. make people want to eat broccoli d. show how to make a candy casserole

23. When Joe first begins to feel sick, he blames it on – a. The cake b. The casserole c. The broccoli d. The chicken

24.A the end of the story, the reader can tell that Sam is probably – a. wishing Joe would make supper for the whole family b. upset with mom for not letting him have candy for supper, too c. wishing he could make his own supper like Joe d. glad he ate his dinner instead of Joe’s

25.The reader can tell that Joe’s mother allows him to fix his own meal because she – a. is too tired to cook another meal b. knows that the broccoli is making him sick c. always lets Joe do what he wants since he’s the oldest d. wants him to learn that eating only candy is a bad idea

26 4/22/2018 Penfield Central School District Early Literacy Profile Grade 2 – Listening/Literary Response Assessment

Purpose of this component: Students making adequate progress in reading, according to the New York State Common Core ELA Standards, are able to answer literal, inferential, and critical/application questions after listening to or reading imaginative or informational text. This assessment will help the teacher learn about the student’s ability to process a variety of genres/texts in a timed, on-demand setting. In addition, the assessment will help the teacher learn about the student’s ability to identify elements of character, plot, and setting after hearing a story read aloud.

When this component should be administered:  January

Materials Needed:  Highlights story July, 2006, “The Cleanest Pig” by Jennifer Mann  Student question packet

Administration Directions:  Teacher pre-teaches vocabulary: sty: a place where pigs live; trough: a wooden food container for farm animals  Teacher reads “The Cleanest Pig” aloud to class two times. Students listen without taking notes or drawing the first time. Students may take notes the second time.  Students respond to piece in student question packet. Teacher reads questions aloud while students follow along.

Scoring Guidelines/Interpreting Results:  Answer Key: (1 point each) o #1: D o #2: C o #3: B o #4: B o #5: Students earn a point for each correct statement about what Pig did to clean his sty for a total of 2 points o Benchmark: +5/6  Report scores as x/6

What to do with the results: Results should inform instruction; providing the teacher with goals for each student in between assessment periods.

Listening Passage

The Cleanest Pig By Jennifer Mann

As the sun came up, Pig opened one lazy eye and looked around. “This place is a pigsty,” he grumbled. And it was. His slop trough was overflowing with crusts of peanut-butter sandwiches, half- eaten corn on the cob, and mushy pea soup. Tiny black flies dived around his head. The mud was thick and oozy. He batted the flies away with his tail. “Better,” he said. He found some sawdust and sprinkled it on top of the mud. “Much better,” he said. He began to arrange his trough – peanut-butter-sandwich crusts on the left, half- eaten corn on the right, and pea soup puddle in the middle. Then Pig stood back and admired his work. But out of the corner of his eye, he noticed a cobweb swaying gently in the corner of the barn door. He marched off in search of a broom. “What are you doing?” asked Horse as she watched him attacking cobweb after cobweb. “What does it look like?” said Pig. “I’m cleaning.” Pig swept the barn floor until the animals disappeared in a thick cloud of dust. He stacked the hay in pleasing shapes. He waxed the barn floor until the ants slipped about as they tried to march across it. He polished the rafters until the smell of lemony cleaner upset the bats. They flew off to finish their nap behind the shutters of the farmhouse. All the while he fussed at the animals. “Move this way, Horse.” “Watch out, Mule.” “Wipe all your feet, for goodness’ sake, Sheep. You’re tracking in dirt from the fields.” The animals became annoyed. “There is too much dust,” said Horse, sneezing. “You know how sensitive my nose is.” “And we don’t like our hay arranged in the shape of apple cores,” the sheep complained. “It’s uncomfortable to sleep on.” “Stop all this cleaning,” insisted Mule. But Pig did not stop. Instead, he hurried into the chicken coop to clean some more.

Listening Passage

The sun was coming up as Pig finally stumbled out of the chicken coop. He was just in time to see the farmer dumping new slop into his neat trough and spilling water all over the sawdust. Then he noticed a small cobweb in the other corner of the barn door! “This can’t be,” he moaned. “It just gets dirty all over again!” Pig knew exactly what he needed to do. He grabbed his dustpan and broom, his lemony cleaning spray and rags, his mop bucket and pink soap, and tossed them over the rail of his pen. Then he settled in for a long nap. As the sun went down, Pig opened one lazy eye and looked around. The slop was overflowing, the flies were buzzing, and the mud was deep and wet. “This place is a pigsty,” he said, grinning. And it was.

29 4/22/2018 Penfield Central School District Early Literacy Profile Grade 2 Assessment – Listening/Literary Response Assessment

Name______

Directions: Circle the letter of the best answer for each question. (1 pt. each)

1. At the beginning of the story, Pig felt ______. a.proud b. sick c.silly d. unhappy

2. The sheep did not like the hay arranged in the shape of apple cores because ______. a.they smelled bad. b. there was too much dust. c.it was uncomfortable to sleep on. d. they like bananas better.

3. Why does Pig give up trying to clean his sty? a.The sun was coming up. b. It keeps getting dirty all over again. c.He needed a nap. d. The flies flew around his head.

4. From now on, Pig will keep his sty ______. a.clean b. messy c.wet d. neat

30 4/22/2018 Penfield Central School District Early Literacy Profile Grade 2 Assessment – Listening/Literary Response Assessment

Name______

Directions: Answer the questions below.

5. List two things Pig did to try to clean up his sty.

#1______

______

#2______

______

31 4/22/2018