The Platypus: Nature’s Rule Breaker

1©2014 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 2

Grade 2 | Unit 1 Assessment

Read the passage. Then answer the questions.

Name ________________________________________ Date ___________

The Platypus: Nature’s Rule Breaker

1 When scientists first saw a platypus, they were

surprised. It looks like an otter. But it has the tail of

a beaver. It has a duck's bill. It has webbed feet.

No wonder people thought it was odd. But there's

more than odd looks to this animal.

Platypus Habitat

KEY

continued

AUSTRALIA

Perth

Sydney

Melbourne

N

W E

S

Informational Text • Science

2

Unit 1 Assessment • Science (continued)

Grade 2 • Benchmark Literacy Unit Assessments • ©2014 Benchmark Education Company, LLC

2 The platypus breaks some of nature's rules. For

one, it is a mammal. Mammals give birth to live

young. But this animal does not. It lays eggs, like

a snake or a turtle.

3 Two, this animal eats meat. But it does not have

teeth. So it is not like other carnivores. How does

it chew its food? Let's look at how it hunts. First,

it dives down into the water. Next, it scoops up

bugs and shellfish in its bill. It also takes up little

rocks. These rocks act like teeth. They mash up

the meat. Once above the water, the platypus

swallows its food.

4 Where can you see one of these odd animals?

They live only in some parts of Australia. They

make their homes in the ground. They like the

banks of rivers and lakes. They sleep all day in

their burrows. They come out at night. That is

when they hunt for food.

5 Even the people of long ago were puzzled by

the platypus. They told a story of how it came

to be. The myth tells of a water rat. It fell in

love with a duck. The water rat and the duck

married. They had babies. Their babies were the

very first platypuses.

continued

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©2014 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 2

1. Look at the title of the passage. What question could you ask to help find the main idea of the passage?

A What are rules for?

B Have I ever broken a rule?

C What kinds of rules does the platypus break?

2. What does the map of Australia show?

A what animals live there

B where platypuses live

C how far platypuses travel

3. What is the meaning of the word bill in paragraph 1?

A paper money

B law

C beak

4



4. What question is answered by the passage?

A What does a platypus look like?

B Why do animals break nature’s rules?

C Where did the people of Australia come from?

5. What is the main idea of this passage?

A The platypus is a mammal that lays eggs.

B The platypus looks like several animals in one.

C The platypus is one of nature’s oddest animals.

6. Which detail supports the main idea of the passage?

A The platypus has the body of an otter but the bill and webbed feet of a duck.

B People of long ago told a story about the platypus.

C The platypus lives only in Australia along the banks of rivers and lakes.

continued

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7. What is the meaning of the word banks in paragraph 4?

A places that store money

B edges of rivers

C piles of snow

8. Which sentence sums up what makes the platypus unusual?

A It lives along the banks of rivers and lakes.

B It eats bugs and shellfish, and it comes out mostly at night.

C It is a mammal that lays eggs, and it eats meat but has no teeth.

6 Grade 2 • Benchmark Literacy Unit Assessments • ©2014 Benchmark Education Company, LLC


6

STOP!

• Benchmark Literacy Unit Assessments • ©2014 Benchmark Education Company, LLC

9. What signal words does the author use to explain how the platypus hunts?

A but, so

B first, next

C where, how

10. Which two sentences best summarize the passage?

A The platypus is an odd animal. It breaks some of nature’s rules.

B The platypus does not care about rules. It is a mammal that lays eggs.

C The platypus lives only in Australia. It likes to be near rivers and lakes.

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Cecil, the Mouse 1 Not too long ago, a group of mice lived in a

field. Every day, the adult mice gathered nuts

and seeds. The young mice played in the grass.

2 Then one day, a new mouse family moved in:

Mom, Dad, and a little one named Cecil. Cecil

was gray like all the other mice. But he had no

tail. On the first day, Mom and Dad searched for

food. Cecil ran off to make friends. He found the

other young mice. They were playing a game.

But when he tried to join in, they did not let him.

3 "You don't have a tail! We can't play with you!"

one cried.

4 "Are you sure you're even a mouse?" another

asked.

5 "If I play with you, I might lose my tail, too," said

another.

Name ________________________________________ Date ___________

Literary Text • Fantasy

2

Unit 2 Assessment • Fantasy (continued)


6 Cecil was baffled. Sure, he did not have a tail.

But so what? He was still a mouse in every way.

He could scurry and climb. He could store seeds

in his cheeks. He could play. Feeling left out,

Cecil decided to go home.

7 But something terrible happened. A giant cat

sprang out! It pounced on the mice. With one

swoop of his paw, the cat caught all of the little

mice by their tails. All but one: Cecil, the tailless

mouse, got away.

8 Cecil quickly leaped onto the cat's head. He

bit the cat's ear hard. With a loud yowl, the cat

dropped the mice and ran away. The young

mice cheered for Cecil. They hugged him and

thanked him. They all decided that being a little

different was okay.

3



continued

1. The passage says, “Every day, the adult mice gathered nuts and seeds.” What is a synonym of the word adult?

A young

B gray

C grown-up

2. Picture Cecil when he first sees the young mice playing a game. How does he look?

A upset

B excited

C afraid

3. What happens when Cecil first meets the other young mice?

A The other mice will not let Cecil play with them because he has no tail. Cecil feels sad.

B The other mice are amazed that Cecil has no tail. They want to know him better.

C The other mice like Cecil right away. They secretly wish to be just like him.

4



4. The passage says, “Cecil was baffled.” What is a synonym of the word baffled?

A tired

B scared

C confused

5. How does Cecil feel when he goes home?

A hurt

B angry

C happy

5



continued

6. Why don’t the young mice let Cecil play with them?

A He does not know the rules of the game.

B He looks different from them.

C He is small and gray.

7. Picture the cat as it jumps on the mice. How does the cat look?

A surprised

B scary

C friendly

6


Grade 2 • Benchmark Literacy Unit Assessments • ©2014 Benchmark Education Company, LLC6

STOP!


8. What happens after the cat jumps out?

A The cat meows at the mice.

B The cat yowls when the mice attack him.

C The cat catches all of the mice except Cecil.

9. Picture the moment when Cecil saves the young mice. Where is he?

A biting the cat’s tail

B on top of the cat’s head

C under the cat’s paw

10. How do the young mice act at the end of the story?

A They make Cecil feel welcome.

B They send Cecil away again.

C They feel shy toward Cecil.

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The Life Cycle of the Cicada 1 It’s a hot summer afternoon. The air is alive with

the sounds of many insects. But one sound is loudest

of all. It is a buzz. It comes from the treetops. This

sound hasn’t been heard in years. It’s the song of the

cicada. Why hasn’t this sound been heard in so long?

The cicada has a long life cycle. It takes thirteen

years for it to grow from a baby into an adult.

Name ________________________________________ Date ___________


4

1

5

3

2

2



2 First, a female lays her eggs.

Then she flies away. She does

not stay to watch over her eggs.

3 After six weeks, the eggs

hatch. Baby cicadas are called

nymphs. They look kind of like

ants. Right after they hatch, the

nymphs fall to the ground. Then

they burrow into the soil. They

find the roots of a tree. They eat

sap from the roots.

4 Finally, the nymph is fully

grown. It digs out of the ground.

It climbs the closest tree. It

clings to the bark. Slowly, it

sheds its skin. A winged adult

cicada is born. The adult looks

very different from the nymph.

An adult lives for only a few

weeks. This is the shortest stage

in a cicada’s life. Once its wings

are dry, the adult cicada flies to

the treetop. It begins to buzz its

summertime song.

Stage 1: The female cicada lays eggs inside a twig.

Stage 2: The cicada nymph lives underground for 13 years.

Stage 3: The adult cicada sheds its skin and spreads its wings. The life cycle is complete.

continued

3



1. What happens first in a cicada’s life cycle?

A The cicada buzzes in a tree.

B A female lays eggs.

C The baby cicada goes underground.

2. In this passage, what is a nymph?

A a cicada egg

B a female cicada

C a baby cicada

3. What happens just after the cicada eggs hatch?

A The nymphs fall to the ground.

B The nymphs shed their skin.

C The nymphs come out of the ground.

4



4. Which of the following is the most important thing to know about cicadas?

A Cicadas make a buzzing sound.

B The cicada nymphs fall to the ground.

C It takes thirteen years for cicadas to grow.

5. The passage says, “Then they burrow into the soil. They find the roots of a tree.” What is a synonym of the word burrow?

A look

B dig

C fall

continued

5



6. Which is the longest stage in a cicada’s life cycle?

A stage 1

B stage 2

C stage 3

7. What does a cicada nymph eat?

A sap from a tree

B green leaves

C small bugs

8. What do the pictures in the passage show?

A what cicadas eat

B how the cicada grows

C why cicadas make noise

6



STOP!


9. Which signal words does the author use to help explain a cicada’s life cycle?

A summer, years, weeks

B called, grown, slowly

C first, after, finally

10. Why are trees important to the cicada?

A Cicadas love to buzz in the tops of trees.

B Cicadas need to live high above the ground.

C Cicadas lay eggs in twigs and eat tree sap.

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A Bird, a Feather, and a Spoon

1 In a tiny, dusty village, there once lived a boy named

Avi. He worked hard in the field every day. But very little

grew in the dry ground. Avi was always hungry.

2 One morning, Avi found a wounded bird. It was gray,

the color of stone. It was unable to fly. Avi’s heart ached

for the injured bird. He decided to take the bird home

and nurse it back to health.

Name ________________________________________ Date ___________

Literary Text • Folktale

2

Unit 4 Assessment • Folktale (continued)

Grade 2 • Benchmark Literacy Unit Assessments • ©2014 Benchmark Education Company, LLCGrade 2

3 Many weeks passed. One morning, Avi discovered

something surprising. The once gray bird was now the

color of the bluest sky! Amazing, thought Avi. But that

was not the only surprise. The bird was healed! “Be

free,” Avi whispered. “I will never forget you.”

4 “And I will never forget your kindness, Avi,” the

bird cooed. Avi was shocked. He was so surprised

he could not speak. Slowly, the bird pulled a feather

from its tail. It laid the feather at Avi’s feet. “Keep this

close to your heart and all shall be well,” it said. Then

the bird flew away. Avi attached the feather to a

string for a necklace. His heart felt light again.

5 Later that week, Avi met an elderly woman at the

market. Her hair was the color of stone. She wore a

shawl the color of the bluest sky. When she saw Avi’s

feather, she smiled. “For you,” she said as she placed

a wooden spoon into his hand. “A warm heart

deserves a bowl of warm stew.”

6 Avi did not know what to do with the spoon. But

that night, he dropped it into an empty pot. Instantly,

the pot filled with a delicious stew. A magic spoon,

Avi thought, and it was. Every night Avi used the

spoon. And every night the pot filled with a hearty

stew. Avi never knew hunger again.

continued

3


©2014 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 2Grade 2

1. The story says, “One morning, Avi discovered something surprising.” What does discovered mean?

A lost

B found

C changed

2. What is the setting of this story?

A a city

B a small village

C a cabin in the forest

3. What does Avi do when he first finds the bird?

A Avi feeds the bird. He leaves it on the ground.

B Avi keeps working in the field. He thinks the bird is dead.

C Avi takes the bird home. He decides to take care of it.

4


Grade 2 • Benchmark Literacy Unit Assessments • ©2014 Benchmark Education Company, LLCGrade 2

4. What is Avi’s main problem?

A He works too hard.

B He is always hungry.

C He talks to birds.

5. What does the bird do when it is healed?

A The bird gives Avi a feather and then flies away.

B The bird thanks Avi and then forgets him.

C The bird takes Avi to the store and buys him a spoon.

6. What word in the story describes how Avi feels?

A decided

B bored

C surprised

continued

5



7. Which sentence best describes Avi and the bird?

A They help each other.

B They live in the same village.

C They are strangers, but Avi feels the bird owes him something.

8. How is Avi’s main problem solved?

A A woman gives Avi a magical spoon.

B The bird gives Avi a blue feather for a necklace.

C Avi gets a pet bird.

6



STOP!


9. What happens when Avi uses the magic spoon for the first time?

A Avi’s pot remains empty. It stays empty until Avi adds a gray stone and the blue feather.

B Avi’s pot fills with warm stew, but he does not eat the stew because he is afraid.

C Avi’s empty pot fills with a warm stew. He knows the spoon is magic and uses it every night.

10. Who is the main character of “A Bird, a Feather, and a Spoon”?

A the elderly woman

B Avi

C the bird

9

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Informational Text • Social Studies

1 The aroma of baking bread is a wonderful scent.

And nothing beats the taste of fresh bread with butter.

But bread is more than just a food. It is important to

people all over the world.

2 Bread was first baked in Egypt. That was about

8,000 years ago. It was a good food. Some Greeks

and Romans traveled to Egypt. They ate some bread.

They wanted to learn how to make it. Soon they were

baking bread back home.


The Importance of Bread

Name ________________________________________ Date ___________


Unit 5 Assessment • Social Studies (continued)

3 Bakers combine flour, water, and salt to make

bread dough. They may add other things, too. If

yeast is added, then the bread will rise. People

in different places have made their own kinds of

bread. Crusty rolls come from France. Naan was

first baked in India. Dark brown rye was made

in Russia. In Mexico, corn flour was used to make

tortillas. The mantou is a kind of bun. It comes

from China.

4 Many traditions include bread. In weddings of

long ago, the groom broke bread with the bride.

It gave them good luck. This has changed over

the years. Today, the bread is a cake. The bride

and groom cut the cake together. In Ireland, a

wedding ring is baked into a loaf of bread. The

bread is served on All Hallow’s Eve. The person who

gets the ring is lucky. He or she will soon find true

love. In many places, people bake special breads

for holidays. Bread is important in many cultures.

11

continued



continued

1. In this passage, why are the words naan and mantou printed in boldface?

A They tell what the author thinks.

B They are words from other countries.

C They name kinds of bread.

2. In paragraph 2 of the passage, what is the meaning of the word traveled?

A cooked

B went

C stayed

3. Long ago, why did the Greeks and Romans want to learn how to bake bread?

A They enjoyed the bread they tried in Egypt.

B They did not like their own kinds of bread.

C They wanted to sell bread to the Egyptians.



4. Which of these is a celebration like a wedding that includes a kind of bread?

A bringing a lunch to school

B having a birthday cake

C eating eggs for breakfast

5. In what way are all kinds of bread similar?

A They are all eaten at breakfast time.

B All kinds of bread are eaten with butter.

C All breads are made with flour, water, and salt.

6. What happens when yeast is added to bread dough?

A The bread rises.

B The bread becomes cake.

C The bread tastes better.

13

continued



continued

7. Read this sentence from the passage.

Bakers combine flour, water, and salt to make bread dough.

What is another word for combine?

A walk

B grow

C mix

8. Where can you find directions for making bread?

A at a bakery

B in a cookbook

C at a wedding

14

STOP!



9. What can you infer about All Hallow’s Eve in Ireland?

A It is a place to eat.

B It is a bakery.

C It is a holiday.

10. Which sentence best summarizes the main points of this passage?

A But bread is more than just a food.

B Today, the bread is now a wedding cake.

C Bread remains an important part of many cultures.

1

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Grade 2 | Unit 6 AssessmentLiterary Text • Realistic Fiction

1 Klara had been staring at the bowl of eggs all

day. She looked forward to this night all year.

Tonight, she and her mother would paint the

eggs to create pysanky (pih-SAN-kee). In a place

called Ukraine, people paint pysanky every year.

Klara loved everything about making them.

How long does it take the sun to go down? she

wondered. The sun seemed to be frozen in the sky.

“Be patient,” her mama said warmly. But waiting

was hard to do.

2 When the sky had turned a deep purple, Mama

said it was time. Klara’s heart leaped. She followed

her mother through the house. They closed all the

curtains. “Why do we close the curtains before we

make pysanky ?” Klara asked.

Read the passage. Then answer questions 1–6.

Tiny Celebrations of Spring

Name ________________________________________ Date ___________


Unit 6 Assessment • Realistic Fiction (continued)

3 “For privacy, my dear. Every family is unique and

has its own way of decorating pysanky. Trust me.

Our neighbors are closing their curtains now, too.”

4 Klara understood. She was happy to know she

and her mother shared this secret.

5 It was finally time to begin! First, Klara’s mother

mixed colorful dyes in tiny bowls. Klara loved the

brilliant hues. Then they carefully drew special

pictures and symbols on the eggs in pencil. Next,

they covered parts of the designs in wax and

dipped the eggs in the dyes. They worked for

hours.

6 “Tell me, Mama. Why do we make these only in

the spring?”

7 “Spring is the time when life is renewed. The

snow melts and crops grow. Pysanky are like tiny

celebrations of life.”

8 Soon they were done. The eggs glistened like

bright jewels on the kitchen table. That night, Klara

dreamed of tiny eggs exploding like fireworks in

the early spring sky.

3

continued



continued

1. Why do Klara and her mother close their curtains?

A to keep their work secret

B to keep out the moonlight

C to keep the house warm

2. The passage says, “Every family is unique and has

its own way of decorating pysanky.” What does unique mean?

A painted

B special

C magical

3. How do Klara and her mother make pysanky?

A They mix the dyes, draw designs on the eggs, and dye the eggs.

B They close the curtains, polish the eggs, and cover the eggs with wax.

C They put the eggs in a bowl, wait for the sunset, and then begin.



4. Which sentences are the best summary of what happens in this passage?

A Klara and her mother go to Ukraine. They join in a festival to welcome spring.

B Klara and her mother celebrate the beginning of spring. They make painted eggs called pysanky.

C Klara and her mother close the curtains to decorate. They decorate eggs for fun.

5. Why are pysanky made only in the spring?

A That is when life is renewed.

B The dyes are available only in the spring.

C That is when Klara’s mother has the time.

6. Which is the best summary of what happens in the spring in Ukraine?

A People close the curtains of their homes. They sing songs and eat special foods.

B Neighbors come out and greet one another. They cook and eat eggs together.

C The snow melts and plants begin to grow. People decorate eggs to celebrate.

5

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Unit 6 Assessment • Realistic Fiction


continued


Holi—The Festival of Colors1 Nalin wanted to watch the dawn unfold. It was dark

when he woke. He tiptoed across his room. He sat by

the window facing east to watch the sky lighten. On

most days, Nalin slept later. But today was special. It

was Holi, the Festival of Colors. That is when the people

of India celebrate the end of winter.

2 Slowly the black sky turned to violet. The color made

Nalin think back to last year’s Holi. He remembered the

colored powders that people threw toward the sky.

His favorites were peacock blue and bright pink. The

clouds of colors were like the feathers of a giant bird.

For fun, people even threw the colors at each other.

No one cared if powder covered their faces, hair, and

clothes. Nalin and his father had bought their powders

weeks ago. They were ready for the day.



3 Now the sky was a dark raspberry. Nalin’s

thoughts turned to food. There were so many

delicious foods eaten during Holi. Nalin’s mouth

began to water. He could almost taste the sweet

pastries. They were filled with dates, nuts, and

coconut. He could picture huge bowls of rice

and tiny treats.

4 Finally, the sky glowed a faint yellow. The color

reminded Nalin of the bonfires of Holi. They were

lit to banish the darkness of winter. People would

sing and dance around the fire for hours. Winter

was gone. The colors of spring would soon arrive.

5 Nalin was excited. He stood as the morning sun

rose higher. Soon he and his father would head

toward the celebrations.

7

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Unit 6 Assessment • Realistic Fiction


7. What are the three main things Nalin looks forward to during Holi?

A sitting at his window, eating rice, and watching the sunrise

B waking before dawn, buying colored powders, and being with his father

C throwing colored powders, eating special food, and watching the bonfires

8. The second passage says, “Nalin was excited.” What does this suggest about Nalin?

A He couldn’t wait for Holi to start.

B He did not want to go with his dad.

C He had trouble sleeping.



9. Why does Nalin sit by the window?

A to watch the bonfires

B to watch the feast

C to watch the sunrise

10. Which sentence tells what happens after the bonfires are lit?

A People throw brightly colored powders into the sky.

B People enjoy special pastries, rice, and treats.

C People sing and dance for hours to celebrate.

11. Which is the best summary of what happens in this passage?

A The people of India celebrate Holi. It is a festival of many colors.

B Nalin wakes up early for Holi. As he watches the sun come up, he thinks about the fun things he will do.

C Nalin and his father buy some colored powders. Then they sing and dance for hours.

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12. What happens to make Nalin think of the bonfires of Holi?

A Nalin wakes up while the sky is still black.

B The sky glows yellow with the rising sun.

C Nalin and his father buy colored powders.

13. Which sentence summarizes how people celebrate Holi?

A They eat special foods, throw colorful powders, and dance around bonfires.

B They get up early, watch the sky turn red, and sing special songs.

C They decorate eggs, give cards to their friends, and enjoy a feast.

10

STOP!



14. Think about the two passages you have read. What happens in both passages?

A People decorate eggs.

B People wait for sunrise.

C People celebrate spring.

15. How are Klara and Nalin alike?

A Both are excited about what will happen.

B Both want to learn more about a holiday.

C Both like to throw colored powders in the air.

1

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Grade 2 | Unit 7 AssessmentLiterary Text • Folktale

1 Frog and Snake were very young. Each day, Frog

begged his parents to go outside and play in the

pond, and Snake did the same. The answer was

always no until, one day, both mothers agreed.

2 “Watch out for humans,” said Frog’s mother. “They

will catch you and take you home with them.”

3 “Watch out for eagles,” said Snake’s mother, “They

will catch you and eat you!”

4 On the way to the pond, Frog met Snake.

5 “Are you a human?” Frog asked.

6 “No, I’m not,” Snake said, “but are you an eagle?”

7 “No, of course not,” Frog said.

8 “Want to play together?” Snake asked. “We can be

friends.”

9 “Yes!” answered Frog, who had never had a friend

before.


Frog and Snake

Name ________________________________________ Date ___________



10 At the pond, they played hide-and-seek. Then

Frog taught Snake how to play leapfrog. After

playing for hours, they caught bugs together for a

snack. Then they rested in the sun.

11 “It’s nice to have a friend,” Snake said.

12 “It’s fun to play with someone else,” Frog agreed.

13 At the end of the day, they both returned home

and agreed to play together the next day.

14 Frog told his mom about his new friend, Snake.

She became very angry. She said, “A snake is not

a friend to a frog! It is an enemy. He will eat you!”

15 When Snake told his mom about Frog, she

became angry, too. She said, “Frogs and snakes

don’t play together. Snakes eat frogs. Tomorrow

you must eat that frog.”

16 “But he’s my friend,” Snake said.

17 “Yes, but he will taste delicious.”

18 So the next day, Snake went to Frog’s house. He

called out, “Come out and play, Frog!”

19 Frog wanted to play, but he remembered his

mom’s warning, so he answered, “Go away!

You’re no friend, you’re a snake!”

3

continued



continued

1. Why wasn’t Frog afraid of Snake at first?

A He didn’t know that snakes ate frogs.

B He had met Snake before.

C He wanted to be friends.

2. Frog’s mom said, “It is an enemy!” What word from the passage is an antonym of enemy?

A warning

B friend

C food

3. Why was Frog’s mother so angry?

A Frog had been in danger.

B Frog played hide-and-seek.

C Frog stayed out too late.



4. What will Frog probably do the next day?

A He will look for snakes to eat.

B He will catch bugs with Snake.

C He will stay away from Snake.

5. What will Snake probably do the next day?

A He will look for frogs to eat.

B He will play leapfrog with Frog.

C He will stay away from Frog.

6. What happens in the beginning of the story?

A Frog and Snake meet at the pond and play.

B Frog and Snake make their mothers angry.

C Snake goes to Frog’s house and asks him to play.

7. How does this story end?

A Snake tells his mother that he likes Frog.

B Snake’s mother tells him to eat Frog the next day.

C Frog tells Snake to go away because he cannot be Snake’s friend.

5

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continued


Dragonfly’s Lesson

1 Frog had been swimming all day, so he sat on

his lily pad to take a nap.

2 Dragonfly flew down onto the water. She stood

there and waited for tiny insects to fly by so

she could eat. Frog woke up and stared at the

purple-and-yellow bug.

3 “That’s quite a trick,” Frog said. “How do you

stand on water?”

4 “I’m not sure,” Dragonfly said, “but the water

always supports me. I was born knowing how to

do this.”

5 “I’m going to try it,” Frog said. He stepped

lightly on the top of the water, but he sank into

the pond.

6 Frog swam back to the lily pad and said, “That

didn’t work. Could you walk closer to me? I want

to see how you stay on top of the water.”



7 “Sure,” Dragonfly said. She moved closer to

Frog.

8 “I still can’t see,” Frog said. “I’m an old frog,

and my eyes don’t work well. Can you come

in just a little closer?”

9 Dragonfly walked nearby the frog, and ZAP!

Frog’s tongue snapped at Dragonfly, but she

flew away just in time.

10 “Frog!” she yelled. “What are you doing? I

was trying to help you, but you tried to eat

me!”

11 “I can’t help it,” Frog said. “I was just being

a frog. If you fly down one more time, I surely

would not eat you.”

12 Dragonfly was smarter now, so she flew

farther away. She had trusted Frog once, and

that was one time too many.

7

continued



8. Frog says, “Can you come in just a little closer?” What word from the passage is an antonym of the word closer?

A nearby

B farther

C lightly

9. Why does Frog want Dragonfly to come closer?

A so he can eat Dragonfly

B so he can learn to stand on water

C so he can become Dragonfly’s friend

10. What will Dragonfly probably do the next day at the pond?

A She will swim with Frog.

B She will stay away from Frog.

C She will rest on the lily pad with Frog.

11. What will Frog probably do the next day?

A He will make friends with Dragonfly.

B He will stand on the water.

C He will catch bugs.

8

STOP!



12. Why can’t Frog stand on water?

A He talks too much.

B He is too heavy.

C He cannot fly.

13. What does Frog do just after he sees Dragonfly standing on the water?

A Frog tries it but sinks down into the water.

B Frog stands on the water like Dragonfly.

C Frog swims back to the lily pad.

14. Think about both stories you have read. What lesson do characters learn in both stories?

A You can’t teach an old frog a new trick.

B Friends can make your life more fun.

C Be careful around animals that might eat you.

15. In what way are “Dragonfly’s Lesson” and “Frog and Snake” alike?

A Both stories have the same characters.

B The same thing happens in both stories.

C Both stories take place by a pond.

9

continued



Cordless


1 People love telephones. They are everywhere.

Phones have been around for 150 years, but phones

today are quite different from phones in the past.


Telephones

Wall-Mounted Dial

Cell Phone

Push-Button

Smartphone

21 3

4 5 6

Name ________________________________________ Date ___________



2 Alexander Graham Bell invented the first

telephone. About 150 years ago, he spoke seven

words that traveled through a small wire. He

said, “Mr. Watson, come here. I need you.” Mr.

Watson was not that far away. He was only in the

next room.

3 After that, telephone wires were set up all over

the country. These wires connected callers in

different places. People could talk when they

were 2,000 miles away from one another.

4 The first telephones needed “operators.” To talk

to someone, the caller called the operator. Then

the operator connected one caller to another.

The telephone would ring on the other end.

Later, callers could dial their own phones. But the

phone cords were attached to a wall and fixed

in one place. The farthest the phone could move

was as far as the cord would reach.

11

continued



continued

5 Finally, phones without cords were invented.

A caller could carry a cordless phone from one

room to another.

6 Today, there are cell phones. Unlike other

phones, a cell phone can be used anywhere. It

can be used in a park or at the beach. They can

make a call inside a moving train.

7 Cell phones don’t need wires. A person’s voice

travels by radio waves to a cell phone tower.

This tower passes the message to the other

phone.

8 There are also many smartphones today.

They can play music. They can take pictures or

movies. They are actually small computers.



1. Read this sentence from “Telephones.”

The farthest the phone could move was as far as the cord would reach.

What does the word farthest mean?

A most far

B less far

C more far

2. What kind of phone was made just after the dial phone?

A wall-mounted phone

B push-button phone

C smartphone

13

continued



continued

3. Which sentence best describes the first phones?

A They were connected by wires and needed operators.

B They could be used outside the home or in a car.

C They were attached to walls and worked like strong radios.

4. What is important to know about Alexander Graham Bell?

A He spoke seven words.

B He worked with Mr. Watson.

C He invented the telephone.



5. What is the most important idea in this passage?

A Today’s phones are very different from phones of the past.

B Cell phones are like radios, and smartphones are like computers.

C The first telephones were connected by wires set up all over the country.

6. How are cell phones different from cordless phones?

A They can be moved from room to room.

B They have to be connected with wires.

C They use towers to send messages.

7. What is one way that cell phones are like smartphones?

A Both need to connect to an operator.

B Both are used to make calls from places far from home.

C Both are able to make movies and play music.

15

continued




Alaska to Hawaii

1 The United States has 50 states. All of the states are

connected except two: Hawaii and Alaska. They both

became states in 1959, but they are quite different.

2 Alaska is the largest state. It is hundreds of miles north of

the state of Washington. Part of Alaska is next to Canada.

Because it is so far north, it has cold weather. Alaska’s

summers can be warm, but its winters are the coldest in the

United States. Hawaii has the warmest winters in the United

States.

Alaska

Juneau

Paci�c Ocean

Arctic Ocean

Canada

Russia

Hawaii

Honolulu

Paci�c Ocean

N

S

E W

N

S

E W



3 Alaska has very tall mountains. Most of them

are covered in snow all year. The state has lakes,

rivers, and many forests. There are even glaciers.

Glaciers are huge sheets of ice.

4 Almost 3,000 miles south of Alaska is Hawaii.

Hawaii is made up of many islands. Like Alaska,

it has tall mountains. But these mountains aren’t

usually covered in snow. It almost never snows in

Hawaii. Most of Hawaii is warm all year round.

5 Both Alaska and Hawaii have active

volcanoes. Volcanoes are openings in Earth’s

surface. Some volcanoes have hot, melted lava.

It flows from deep inside Earth.

6 Unlike Alaska, Hawaii has tropical rain forests.

Hawaii also has many kinds of flowers,. It has

farms that grow pineapples, sugarcane, and

other crops.

7 Hawaii and Alaska look very different, but they

are both very beautiful states.

17

continued



8. The passage says, “Alaska’s summers can be warm, but its winters are the coldest in the United States.” What does coldest mean?

A least cold

B more cold

C most cold

9. How are Alaska and Hawaii alike?

A They both have volcanoes.

B They both have tropical rain forests.

C They both have cold winters.



10. How does this passage give information?

A It tells what happened in time order.

B It explains why places became states.

C It compares two states.

11. Which sentence gives the most important idea in this passage?

A They both became states in 1959, but they are quite different.

B It is hundreds of miles north of the state of Washington.

C Like Alaska, it has tall mountains.

19

continued



12. What is one big difference between Hawaii and Alaska?

A Hawaii covers a larger area than Alaska.

B Alaska has bigger cities than Hawaii.

C Hawaii has warmer weather than Alaska.

13. Look at the maps. Besides Canada, what country is close to Alaska?

A Juneau

B Russia

C Hawaii

20

STOP!



14. Think about both passages you have read. How are they alike?

A Both tell about places near and far.

B Both tell how things are alike and different.

C Both tell about how things were in the past.

15. In what way are “Telephones” and “Alaska to Hawaii” different?

A One compares things and the other compares places.

B One tells a story with characters and the other does not.

C One describes the past and the other explains how things work.

1

continued


Grade 2 | Unit 9 AssessmentInformational Text • Science

1 Natural disasters, such as hurricanes, can cause a

lot of damage. Strong winds rip off roofs and damage

homes. Buildings are flattened. Heavy rain causes

floods. Families rush to leave their homes and escape

the floods. Sometimes pets are lost or left behind.

2 Animal rescue teams go to the disaster areas to

search for lost pets. They go to houses and places

where animals might hide. Rescued animals are taken

to shelters where they are fed and kept safe. Pets wait

for their families to come and get them.


Animal Rescue

Name ________________________________________ Date ___________



3 In 2012, Hurricane Sandy hit New York and

New Jersey. It flooded many neighborhoods.

People had to leave their homes. They needed

a lot of help. Their pets needed help, too.

4 One animal rescue team found a cat in an

empty building. The cat was scared and hungry

so they fed it. Suddenly, other cats came around

the corner. It was a good thing the rescuers had

more food. They cared for the cats and took

them to a shelter.

5 Another rescuer spotted a man and his dog on

a surfboard. They were floating down the street.

The dog was wearing a life jacket. Both were

brought to a shelter.

6 A woman and her dog needed help. They

were in a boat on their flooded street. A rescuer

found them and pushed them to a safe place.

7 Many people came together to rescue

animals during Hurricane Sandy.

3

continued



Before a Storm . . .

• Gather pet food, a bowl, bottled water, a

leash or harness, litter, and a pan.

• Put the supplies in a bag.

• Add your pet’s favorite toy or blanket.

• Put your pet’s medicines in the bag, too.

• Have a pet carrier or cage handy.

• Make sure your pet has a collar and ID tag.

• Take your pet with you if you need to leave

in an emergency.



1. Why did many people leave their homes during Hurricane Sandy?

A to find their pets

B to get food and water

C to escape from floods

2. What is one way to help your pet in an emergency?

A Keep your pet with you.

B Play games with your pet.

C Take your pet to school.

5

continued



3. What kind of information does the author give in the sidebar?

A how to prepare emergency pet supplies

B how to choose a pet dog or cat

C how to buy pet food

4. What do animal rescue teams do?

A They gather pet food. They make sure pets have collars and tags.

B They search for lost pets. They take the animals to shelters.

C They ride in boats. They look for places where animals might hide.



5. A rescue worker is most like a _____.

A builder

B truck driver

C firefighter

6. Why did the author write the passage?

A to tell people about animal rescue teams

B to tell a funny story about animals

C to ask people to volunteer as an animal rescuer

7

continued



7. How does the author present information in this passage?

A in time order

B by comparing two things

C by description




Kids’ White House Lunch1 First Lady Michelle Obama held the second

Healthy Lunchtime Challenge on July 9, 2013.

She wanted to help children eat healthy

food, so she started the challenge. She asked

children, ages 8 to 12, to make up a lunch dish.

The recipe had to be good for you. It also had

to taste good.

2 The recipes had to have food from five food

groups. The groups are fruits, vegetables,

protein, dairy, and whole grains. The protein

group has things like fish, eggs, nuts, and beans.

Whole grains include things like bread.

3 Children from all 50 states took part. More

than 1,300 recipes came in. They were judged

on the use of healthy foods. A dish’s look, smell,

and taste were important, too. The children also

wrote about their recipes. Some wrote about

the foods that grew nearby. Others wrote

about the food and their family.

9

continued



4 One recipe was picked from every state.

Then Mrs. Obama held a lunch at the White

House. She asked the winners and their families

to come. Some of the children’s dishes were

served. Everyone enjoyed the meal. All the

winning recipes were put in a cookbook.

Kids’ White House Lunch Menu

Zucchini Cornbread (Wyoming)

Spring Rolls (North Carolina)

Fun Mini Pizzas with Veggies and Cauliflower

Crust (Kansas)

Lucky Lettuce Cups (Utah)

Taste of the Tropics Fruit Bowl (Hawaii)

Bodacious Banana Muffins (Tennessee)

Strawberry Banana Smoothie (New Hampshire)



8. Why did Mrs. Obama start the Healthy Lunchtime Challenge?

A She wanted to make a cookbook.

B She wanted to use vegetables from her garden.

C She wanted children to eat healthy food.

9. Why were some children invited to the kids’ White House lunch?

A They ate healthy food.

B They won the recipe contest.

C They made their own lunches.

10. A set of recipes is most like a _____.

A how-to book

B book of maps

C picture book

11

continued



11. The passage says that Mrs. Obama “started the challenge.” What does the word challenge mean?

A meal

B judge

C contest

12. For the White House lunch, which state made Lucky Lettuce Cups?

A Tennessee

B Utah

C Wyoming

13. Which is the best summary of what happens in the Healthy Lunchtime Challenge?

A Mrs. Obama makes a good meal. She invites many families to share the meal.

B Children send in recipes. Judges choose one winning recipe from each state.

C Many children make up recipes. They write stories about the foods they make.

12

STOP!



A People come together to rescue lost animals.

B People make a cookbook of winning recipes.

C People work together to make something happen.

15. What idea, or theme, is important to both passages?

A wanting to help others

B looking for lost pets

C eating healthy foods


13

continued

©2014 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 2 13

continued

Literary Text • Mystery

1 Jake and Ally wanted to make a garden. They were

digging in their backyard when Jake hit something hard.

2 “There’s something here!” he cried.

3 Ally helped Jake dig, and they soon uncovered an old

wooden box.

4 “It looks like a pirate’s treasure!” Ally said.

5 Jake lifted the latch and found a glass jar inside.

6 “So much for pirates,” Ally said. “They didn’t have jars

like this.”

7 The metal lid had rusted, but Ally managed to twist it

open. Inside, they found a note:

8 Hello! You have found my time capsule. These are my treasures: my favorite baseball card, a pocket radio, and a baseball. I hope you enjoy them.

9 Bill Green


Mystery Box


Name ________________________________________ Date ___________


Unit 10 Assessment • Mystery (continued)

10 Ally and Jake looked over the items. The baseball card

had a picture of Ted Williams, a player for the Boston

Red Sox. The radio didn’t work, but the baseball was in

perfect shape.

11 “This is great stuff,” Ally said. “Let’s find this

person!”

12 “How?” Jake asked.

13 Ally sat down at the family computer and ran

a search. They found 100 Bill Greens!

14 “What are you doing?” their father asked.

15 “We’re trying to find Bill Green,” Jake said.

16 “You don’t have to look very far,” he answered.

“Bill Green lives two blocks away. We bought this

house from him.”

17 Ally and Jake showed Dad the time capsule.

He said, “Let’s go see Mr. Green.”

18 When Mr. Green saw the glass jar, he smiled.

19 “Oh, my,” he said, “I had forgotten all about

this box. I buried it about sixty years ago.”

15

continued



20 “We’re returning it to you,” Ally said.

21 He smiled again and said, “That’s kind, but no.”

22 Dad said, “The baseball card is valuable, and

you should have it.”

23 “It is my gift,” Mr. Green said. “Think of it as a

buried treasure.”

24 Ally and Jake grinned.



1. What happens at the beginning of this story?

A Two children dig a garden. They plant some seeds.

B Two children dig in the soil. They find a wooden box.

C Two children try to find Mr. Green. Their father knows where he is.

2. Why does Ally think the box is a pirate’s treasure?

A It has jewels on the outside.

B It is found on a sandy beach.

C It is an old box that was buried.

17

continued



3. Why doesn’t the pocket radio work?

A The plug is broken.

B The battery is dead.

C The radio got wet.

4. The children’s father says, “The baseball card is valuable.” What does valuable mean?

A worth money

B very old

C made of paper



5. How does this story end?

A Ally, Jake, and their father meet Mr. Green. They tell him they found the time capsule.

B Ally and Jake show their father what they found buried in the garden. It is a wooden box.

C Ally and Jake tell Mr. Green where they found the box. He says he buried it sixty years ago.

6. What can you conclude about what Bill Green was like as a boy?

A He was a good student.

B He liked baseball.

C He had a large garden.

19

continued



7. Why did Bill Green use a glass jar for the time capsule?

A The jar would not open.

B The box was too large for the items.

C The jar would keep things dry.




The Missing Spider1 One morning, Yoko saw a spider in the

garden. It was yellow and black.

2 “Look, Mom!” he said.

3 She replied, “Let’s look at it, but don’t touch.

Spiders belong outside.”

4 Later, Yoko picked up the spider and put it

in a cardboard box. Then he punched holes in

the box. He wanted to watch the spider in his

room, so he hid the box in his closet.

5 The next day, Yoko took out the box to play

with his spider. It was gone!

6 Yoko was worried. He spent two hours looking

for his spider everywhere. It was not under his

bed or in the bathroom or under the sofa, and

it was not in any of the closets. The spider had

vanished!

21

continued



7 Yoko went to his computer and looked up

spiders. He found a picture of the yellow-and-

black spider. It was called a garden spider. It

makes a web on grass, on plants, or around

windows. Then it waits for an insect to get

caught in the web.

8 Yoko went outside to look for the spider but

still didn’t find it.

9 The next morning, he looked out his window

and saw a spiderweb on the sunny windowsill.

It looked like a garden spider’s web! Yoko got

dressed and went to school. All day long, he

couldn’t wait to get home.

10 That afternoon, he raced up to his room. He

looked out his window, and the web was still

there. Then he spotted the spider. It was eating

an insect that had gotten caught in the web!

11 Yoko watched his spider every day. And he

knew that his mother had been right. A spider

belongs outside. Besides, it was much more fun

to watch!



8. What is the problem in this story?

A Yoko’s mom will not let him touch the spider.

B Yoko has to go to school the day he finds a spider.

C Yoko catches a spider, but it escapes.

9. The story says, “The spider had vanished!” What does vanished mean?

A died

B disappeared

C changed

10. Why does Yoko use his computer?

A to learn more about the spider he found

B to see where the spider went

C to find out how to take care of a spider

23

continued



11. How did the spider most likely get outside?

A It rode outside on Yoko’s backpack.

B It crawled through the open window.

C It traveled on Yoko’s mother.

12. Why does Yoko want to get home from school?

A so he can check on the spider

B so he can write a report on spiders

C so he can put the spider back in the box

13. Why does Yoko put holes in the cardboard box?

A to let light into the box

B to keep the spider inside

C to let air in

24

STOP!




A Children get new pets.

B Children try to solve a mystery.

C Children dig something out of the ground.

15. How do the characters in both passages look for the information they need?

A They use computers.

B They call someone on the phone.

C They ask their parents for help.

1

continued

©2014 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 2 1

continued


1 Jake and Ally wanted to make a garden. They were

digging in their backyard when Jake hit something hard.

2 “There’s something here!” he cried.

3 Ally helped Jake dig, and they soon uncovered an old

metal box.

4 “It looks like a pirate’s treasure!” Ally said.

5 Jake lifted the latch and found a glass jar inside.

6 “So much for pirates,” Ally said. “They didn’t have jars

like this.”

7 The metal lid had rusted, but Ally managed to twist it

open. Inside, they found a note:

8 Hello, you have found my time capsule. These are my treasures: my favorite baseball card, a pocket radio, and a baseball. I hope you enjoy them.

9 Bill Green


Mystery Box


Name ________________________________________ Date ___________



10 Ally and Jake looked over the items. The

baseball card had a picture of Ted Williams, a

player for the Boston Red Sox. The radio didn’t

work, but the baseball was in perfect shape.

11 “This is great stuff,” Ally said. “Let’s find this

person!”

12 “How?” Jake asked.

13 When Ally sat down at the family computer

and ran a search, they found 100 Bill Greens!

14 “What are you doing?” their father asked.

15 “We’re trying to find Bill Green,” Jake said.

16 “You don’t have to look very far,” he answered,

“since Bill Green lives two blocks away. We

bought this house from him.”

17 Ally and Jake showed Dad the time capsule,

and he said, “Let’s go see Mr. Green.”

18 When Mr. Green saw the glass jar, he smiled.

19 “Oh, my,” he said, “I had forgotten all about

this box, which I buried about 60 years ago.”

3

continued



20 “We’re returning it to you,” Ally said.

21 He smiled again and said, “That’s kind, but no.”

22 Dad said, “The baseball card is valuable, and

you should have it.”

23 “It is my gift,” Mr. Green said. “Think of it as a

buried treasure.”

24 Ally and Jake grinned.



1. What happens at the beginning of this story?

A Two children dig a garden. They plant some seeds.

B Two children dig in the soil. They find a metal box.

C Two children try to find Mr. Green. Their father knows where he is.

2. Why does Ally think the box is a pirate’s treasure?

A It has jewels on the outside.

B It is found on a sandy beach.

C It is an old box that was buried.

5

continued



3. In the story, Jake and Ally are digging to make a garden? What season do you think it is?

A fall

B spring

C winter

4. Why did the author make paragraph 8 italic?

A to show it is a note

B because Ally is speaking

C to make a list



5. Why did Mr. Green let them keep the baseball card?

A He had always wanted the person who found it to keep it.

B He did not care about the baseball card.

C He did not think the card was valuable.

6. What can you conclude about what Bill Green was like as a boy?

A He was a good student.

B He liked baseball.

C He had a large garden.

7

continued



7. How can you tell Bill Green wanted to keep his items safe?

A He buried them.

B He put a note with them.

C He put them in both a box and a jar.




The Missing Spider1 One morning, Yoko saw a spider in the

garden. It was yellow and black.

2 “Look, Mom!” he said.

3 She replied, “Let’s look at it, but don’t touch.

Spiders belong outside.”

4 Later, Yoko picked up the spider and put it

in a cardboard box. Then he punched holes in

the box. He wanted to watch the spider in his

room, so he hid the box in his closet.

5 The next day, Yoko took out the box to play

with his spider, but it was gone!

6 Yoko was worried. He spent two hours looking

for his spider everywhere. It was not under his

bed or in the bathroom or under the sofa, and

it was not in any of the closets. The spider had

vanished!

9

continued



7 Yoko went to his computer and looked up

spiders. He found a picture of the yellow-and-

black spider. It was called a garden spider. It

makes a web on grass, on plants, or around

windows. Then it waits for an insect to get

caught in the web.

8 Yoko went outside to look for the spider but

still didn’t find it.

9 The next morning, he looked out his window

and saw a spider web on the sunny windowsill.

It looked like a garden spider’s web! Yoko got

dressed and went to school, but all day long,

he couldn’t wait to get home.

10 That afternoon, he raced up to his room.

When he looked out his window, the web was

still there and he spotted the spider. It was

eating an insect that had gotten caught in the

web!

11 Yoko watched his spider every day, and he

knew that his mother had been right. A spider

belongs outside. Besides, it was much more fun

to watch!



8. What is the problem in this story?

A Yoko’s mom will not let him touch the spider.

B Yoko has to go to school the day he finds a spider.

C Yoko catches a spider, but it escapes.

9. Why did the author tell the story?

A to give facts about spiders

B to tell a story with a mystery

C to tell people not to catch spiders

10. Why does Yoko use his computer?

A to learn more about the spider he found

B to see where the spider went

C to find out how to take care of a spider

11

continued



11. Why did Yoko hide the box in his closet?

A He thought spiders liked the dark.

B He did not want his mom to see that he brought the spider inside.

C He keeps his boxes in the closet.

12. Why does Yoko want to get home from school?

A so he can check on the spider

B so he can write a report on spiders

C so he can put the spider back in the box

13. Why does Yoko put holes in the cardboard box?

A to let light into the box

B to keep the spider inside

C to let air in

12

STOP!




A Children get new pets.

B Children try to solve a mystery.

C Children dig something out of the ground.

15. How do the characters in both passages look for the information they need?

A They use computers.

B They call someone on the phone.

C They ask their parents for help.

Unit 1 Assessment



1

The Platypus: Nature’s Rule Breaker


Lexile: 350L

Question Answer Standard Assessed

1 C Ask Questions

2 B Focus on Nonfiction Text Features: Maps

3 C Identify Multiple-Meaning Words

4 A Ask Questions

5 C Identify Main Idea and Supporting Details

6 A Identify Main Idea and Supporting Details

7 B Identify Multiple-Meaning Words


9 B Text Structure–Sequence of Events


Answer Key

Unit 1 Assessment


2

Unit 1 Assessment Scoring Chart

Question Point Value Student Score

1 1

2 1

3 1

4 1

5 1

6 1

7 1

8 1

9 1

10 1

Total Points 10



Unit 2 Assessment

Cecil, the MouseLexile: 360L

Literary Text • Fantasy

Answer Key


1 C Identify Synonyms

2 B Visualize


4 C Identify Synonyms

5 A Analyze Character

6 B Analyze Character

7 B Visualize

8 C Identify Sequence of Events

9 B Visualize

10 A Analyze Character

96Grade 2 • Benchmark Literacy Unit Assessments • ©2014 Benchmark Education Company, LLC

Unit 2 Assessment



1 1

2 1

3 1

4 1

5 1

6 1

7 1

8 1

9 1

10 1

Total Points 10



Unit 3 Assessment

The Life Cycle of the CicadaLexile: 400L


Answer Key

Question Answer Strategy Assessed

1 B Identify Sequence of Events


3 A Identify Sequence of Events

4 C Determine Text Importance

5 B Identify Synonyms

6 B Nonfiction Text Features–Captions

7 A Nonfiction Text Features–Captions

8 B Determine Text Importance

9 C Text Structure–Sequence of Events



Unit 3 Assessment



1 1

2 1

3 1

4 1

5 1

6 1

7 1

8 1

9 1

10 1

Total Points 10


Unit 4 Assessment


A Bird, a Feather, and a SpoonLexile: 420L


Answer Key


1 B Identify Rich Verbs

2 B Analyze Story Elements




6 C Identify Emotion Words

7 A Analyze Story Elements

8 A Analyze Story Elements




Unit 4 Assessment



1 1

2 1

3 1

4 1

5 1

6 1

7 1

8 1

9 1

10 1

Total Points 10



Unit 5 Assessment

The Importance of BreadLexile: 450L


Answer Key


1 C Nonfiction Text Features: Boldfaced Words

2 B Identify Strong Verbs

3 A Make Inferences

4 B Make Connections

5 C Make Connections

6 A Focus on Text Structure: Cause and Effect

7 C Identify Strong Verbs


9 C Make Inferences

10 C Summarize and Synthesize


Unit 5 Assessment



1 1

2 1

3 1

4 1

5 1

6 1

7 1

8 1

9 1

10 1

Total Points 10


Unit 6 Assessment


Tiny Celebrations of SpringLexile: 480L

Holi—The Festival of Colors

Lexile: 470L

Literary Text • Realistic Fiction

Answer Key


1 A Fix-Up Monitoring

2 B Identify Adjectives That Describe People

3 A Summarize Information

4 B Summarize Information

5 A Fix-Up Monitoring

6 C Summarize Information


8 A Identify Adjectives That Describe People

9 C Fix-Up Monitoring


11 B Summarize Information

12 B Fix-Up Monitoring





Unit 6 Assessment



1 1

2 1

3 1

4 1

5 1

6 1

7 1

8 1

9 1

10 1

11 1

12 1

13 1

14 1

15 1

Total Points 15

93

Unit 7 Assessment



Frog and SnakeLexile: 500L

Dragonfly’s Lesson

Lexile: 490L


Answer Key


1 A Make Inferences

2 B Identify Antonyms

3 A Make Inferences

4 C Make Predictions

5 A Make Predictions



8 B Identify Antonyms

9 A Make Inferences

10 B Make Predictions

11 C Make Predictions

12 B Make Inferences





Unit 7 Assessment



1 1

2 1

3 1

4 1

5 1

6 1

7 1

8 1

9 1

10 1

11 1

12 1

13 1

14 1

15 1

Total Points 15


Unit 8 Assessment


TelephonesLexile: 530L

Alaska to Hawaii

Lexile: 530L


Answer Key


1 A Identify Superlatives

2 B Focus on Nonfiction Text Features: Visuals with Labels

3 A Determine Text Importance

4 C Determine Text Importance


6 C Compare and Contrast

7 B Compare and Contrast

8 C Identify Superlatives

9 A Compare and Contrast

10 C Focus on Text Structure and Organization: Compare and Contrast


12 C Compare and Contrast

13 B Focus on Nonfiction Text Features: Visuals with Labels

14 B Compare and Contrast

15 A Compare and Contrast


Unit 8 Assessment



1 1

2 1

3 1

4 1

5 1

6 1

7 1

8 1

9 1

10 1

11 1

12 1

13 1

14 1

15 1

Total Points 15


Unit 9 Assessment


Animal RescueLexile: 550L

Kids’ White House Lunch

Lexile: 550L


Answer Key


1 C Identify Cause and Effect

2 A Make Connections

3 A Use Text Features: Sidebar

4 B Summarize and Synthesize

5 C Evaluate Author’s Purpose

6 A Focus on Text Structure and Organization: Description




10 A Summarize and Synthesize

11 C Focus on Text Structure and Organization: Sidebars

12 B Summarize and Synthesize

13 B Make Connections Across Texts

14 C Make Connections Across Texts

15 A Make Connections Across Texts


Unit 9 Assessment



1 1

2 1

3 1

4 1

5 1

6 1

7 1

8 1

9 1

10 1

11 1

12 1

13 1

14 1

15 1

Total Points 15


Unit 10 Assessment


Mystery BoxLexile: 550L

The Missing Spider

Lexile: 550L


Answer Key


1 B Identify Sequence of Events | Review Unit 3

2 C Draw Conclusions

3 B Make Inferences

4 A Analyze Author’s Purpose

5 A Draw Conclusions

6 B Draw Conclusions

7 C Make Inferences

8 C Analyze Story Elements | Review Unit 4

9 B Analyze Author’s Purpose

10 A Draw Conclusions

11 B Make Inferences

12 A Make Inferences

13 C Draw Conclusions

14 B Make Connections Across Texts

15 A Make Connections Across Texts


Unit 10 Assessment



1 1

2 1

3 1

4 1

5 1

6 1

7 1

8 1

9 1

10 1

11 1

12 1

13 1

14 1

15 1

Total Points 15

Grade 2 | Unit 1 Assessment Informational Text • Science

Question Strategy Assessed TRS Cross Reference

1 Ask Questions Week 1, Days 1, 2, & 5

2 Focus on Nonfiction Text Features: Maps Week 2, Day 2

3 Identify Multiple-Meaning Words Week 3, Day 4

4 Ask Questions Week 1, Days 1, 2, & 5

5 Identify Main Idea and Supporting Details Week 1, Days 1–5; Week 2, Days 1–5


7 Identify Multiple-Meaning Words Week 3, Day 4


9 Text Structure–Sequence of Events Week 2, Day 3


Assessment Passage:The Platypus: Nature’s Rule Breaker (350L)

Item Analysis and Instructional Cross Reference


Grade 2 | Unit 2 Assessment Literary Text • Realistic Fiction


1 Identify Synonyms Week 2, Day 4; Week 3, Day 4

2 Visualize Week 1, Days 1 & 2; Week 2, Day 1

3 Identify Main Idea and Supporting Details Review Skill (Unit 1)

4 Identify Synonyms Week 2, Day 4; Week 3, Day 4

5 Analyze Character Week 1, Days 1–5; Week 2 Days 1–5



8 Identify Sequence of Events Review Skill (Unit 1)



Assessment Passage 1:Cecil, the Mouse (360L)





1 Identify Sequence of Events Week 1, Days 1–5; Week 2, Days 1–5


3 Identify Sequence of Events Week 1, Days 1–5; Week 2, Days 1–5

4 Determine Text Importance Week 1, Days 1–3; Week 2, Days 1–3

5 Identify Synonyms Review Skill (Unit 2)

6 Nonfiction Text Features–Captions Week 2, Day 2

7 Nonfiction Text Features–Captions Week 2, Day 2


9 Text Structure–Sequence of Events Week 2, Day 3


Assessment Passage:The Life Cycle of the Cicada (400L)



Grade 2 | Unit 4 Assessment Literary Text • Folktale


1 Identify Rich Verbs Week 2, Day 4

2 Analyze Story Elements Week 1, Days 1–5; Week 2, Days 1–4




6 Identify Emotion Words Week 3, Day 4





Assessment Passage:A Bird, a Feather, and a Spoon (420L)



Grade 2 | Unit 5 Assessment Informational Text • Social Studies


1 Nonfiction Text Features: Boldfaced Words Week 2, Day 3

2 Identify Strong Verbs Week 3, Day 4

3 Make Inferences Week 1, Days 1–5; Week 2, Days 1–5

4 Make Connections Week 1, Days 1–3; Week 2; Days 1–3


6 Focus on Text Structure: Cause and Effect Week 2, Day 2

7 Identify Strong Verbs Week 3, Day 4


9 Make Inferences Week 1, Days 1–5; Week 2, Days 1–5

10 Summarize and Synthesize Review Skill (Unit 4)

Assessment Passage:The Importance of Bread (450L)



Grade 2 | Unit 6 Assessment Literary Text • Realistic Fiction


1 Fix-Up Monitoring Week 1, Days 1–3; Week 2, Day 1

2 Identify Adjectives That Describe People Week 3, Day 4

3 Summarize Information Week 1, Days 1–5; Week 2, Days 1–4





8 Identify Adjectives That Describe People Week 3, Day 4








Assessment Passage 1:Tiny Celebrations of Spring (480L)

Assessment Passage 2:Holi—The Festival of Colors (470L)



Grade 2 | Unit 7 Assessment Literary Text • Folktale


1 Make Inferences Week 1, Days 1–3; Week 2, Days 1 & 2

2 Identify Antonyms Week 3, Day 4


4 Make Predictions Week 1, Days 1–5; Week 2, Days 1–4




8 Identify Antonyms Week 3, Day 4






14 Summarize Information Review Skill (Unit 6)

15 Summarize Information Review Skill (Unit 6)

Assessment Passage 1:Frog and Snake (500L)

Assessment Passage 2:Dragonfly’s Lesson (490L)



Grade 2 | Unit 8 Assessment Informational Text • Social Studies


1 Identify Superlatives Week 3, Day 4

2 Focus on Nonfiction Text Features: Visuals with Labels Week 2, Day 3




6 Compare and Contrast Week 1, Days 1–5; Week 2, Days 1–5


8 Identify Superlatives Week 3, Day 4


10 Focus on Text Structure and Organization: Compare and Contrast Week 2, Day 2



13 Focus on Nonfiction Text Features: Visuals with Labels Week 2, Day 3



Assessment Passage 1:Telephones (530L)

Assessment Passage 2:Alaska to Hawaii (530L)





1 Identify Cause and Effect Week 1, Days 1–4; Week 2, Days 1–4

2 Make Connections Week 1, Days 1–2

3 Focus on Text Structure and Organization: Sidebars Week 2, Day 3

4 Summarize and Synthesize Week 2, Day 4

5 Evaluate Author’s Purpose Week 3, Days 2–3

6 Focus on Text Structure and Organization: Description Week 2, Day 2



9 Make Connections Week 1, Days 1–2


11 Focus on Text Structure and Organization: Sidebars Week 2, Day 3


13 Make Connections Across Texts Review



Assessment Passage 1:Animal Rescue (550L)

Assessment Passage 2:Kids’ White House Lunch (550L)



Grade 2 | Unit 10 Assessment Literary Text • Mystery


1 Identify Sequence of Events | Review Unit 3 Week 1, Days 1–3; Week 2, Days 1–4;

2 Draw Conclusions Week 1, Days 1–3; Week 2, Days 1–2

3 Make Inferences Week 1, Days 1–2; Week 2, Day 1

4 Analyze Author’s Purpose Week 3, Days 2–3




8 Analyze Story Elements | Review Unit 4 Week 1, Days 1–3; Week 2, Days 1, 4;

9 Analyze Author’s Purpose Week 3, Days 2–3







Assessment Passage 1:Mystery Box (550L)

Assessment Passage 2:The Missing Spider (550L)



The Platypus: Nature’s Rule Breaker

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