© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-
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Tailoring Supports & Monitoring Progress
Using the Grade 2
Assessment and Remediation Guide
Handouts
Core Knowledge Language Arts (CKLA-NY)
Webinar Series
© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-
NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0
Table of Contents
Part 2: Tailoring Supports
a. CKLA K-2 Experience (Scope and Sequence)
b. Grade 2 Assessment and Remediation Guide Table of Contents
c. Lesson Template
Part 3: Progress Monitoring
d. Section V: Spelling Alternatives and Tricky Spellings Assessment
e. Sophia’s Assessment Results
f. Section V Fluency Assessment
Grade 2 | Assessment and Remediation Guide 47
© 2013 Core Knowledge Foundation
Core Knowledge Language Arts K–2 Experience
Kindergarten
Purely Oral Phonemic Awareness
One-to-one letter-sound correspondences,
CVC words with “short” vowel sounds like
cat, dog, bed
Consonant Clusters, CCVC words like flag,
CVCC words like dust, CCVCC words like
blast
Consonant sounds written with digraph
spellings, e.g., ‘sh’, ‘ch’, ‘th’, ‘ng’
Grade 1
Tricky Words, double-letter spellings like ‘ss’,
‘ff’, ‘ck’
Review of CVC, CCVC, CVCC, CCVCC
words; Tricky Words
Basic code spellings for /ee/ spelled ‘ee’, /ae/
spelled ‘a_e’, /oe/ spelled ‘o_e’, /ie/ spelled
‘i_e’, and /ue/ spelled ‘u_e’; Tricky Words
Basic code spellings for /ee/ spelled ‘ee’, /ae/
spelled ‘a_e’, /oe/ spelled ‘o_e’, /ie/ spelled
‘i_e’, and /ue/ spelled ‘u_e’; Tricky Words
Basic code spellings for vowel sounds //,
/oo/, /ou/, /oi/, and /aw/; Tricky Words
Basic code spellings for r-controlled vowel
sounds (/er/, /ar/, /or/), past-tense endings,
two-syllable words; Tricky Words
Grade 2
Common spelling alternatives for consonant
sounds, e.g., ‘tch’ for /ch/, ‘g’ for /j/, ‘wr’ for
/r/; Tricky Words
!
!
"#$,#$,#$
Common spelling alternatives for consonant
sounds, e.g., ‘c’ for /s/, ‘kn’ for /n/, ‘wh’ for
/wh/
Review
Spelling alternatives for long vowel sounds,
e.g., ‘ai’ and ‘ay’ for /ae/, and ‘oa’ for /oe/
!"#$#$#$
!"#$#!$
ԥ"
#$#$#$#$#$
ԥ
page 3
INTRODUCTION
Welcome Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
e Basic and Advanced Code:
Understanding How Phonics is Taught in CKLA
. . . . . . . . . . . . . 7
Using Chunking to Decode Multi-Syllable Words . . . . . . . . . . . 35
Grade 2 Placement Assessment
Teacher Materials
. . . . . . . . . . . . . . . . . . . . . . . . 43
Student Materials . . . . . . . . . . . . . . . . . . . . . . . . 75
Grade 2 Fluency Assessment . . . . . . . . . . . . . . . . . . . . . 93
Game Directions and Templates . . . . . . . . . . . . . . . . . . . 97
SECTION I (UNIT )
One-Syllable Short Vowel Words and Past Tense with –ed
Basic High-Frequency Words
I-A: CVC and CVC Plurals
Lesson Templates
. . . . . . . . . . . . . . . . . . . . . . . . 155
Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
I-B: CVCC and CCVC and Simple Consonant Spelling Alternatives
CVCC and CCVC Consonant Clusters Lesson Template
. . . . . . 205
CVCC and CCVC Consonant Clusters Word Lists . . . . . . . . . 207
CVCC and CCVC Consonant Digraphs Lesson Templates . . . . . 211
CVCC and CCVC Consonant Digraphs Word Lists . . . . . . . . 215
CVCC with Double Consonant Spellings Lesson Template . . . . . 225
CVCC with Double Consonant Spellings Word Lists . . . . . . . . 227
CVCC and CCVC Worksheets . . . . . . . . . . . . . . . . . . 233
I-C: CVC, CVCC, and CCVC Practice Sentences for Oral Reading . . . 239
I-D: CVC, CVCC, and CCVC Stories for Oral Reading. . . . . . . . . 263
I-E: One-Syllable Short Vowel Words Assessment. . . . . . . . . . . . 295
I-F: CVCC and CCVC with –ed
Lesson Template
. . . . . . . . . . . . . . . . . . . . . . . . . 301
Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . 303
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 307
Game. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313
I-G: CVCC and CCVC with –ed Assessment. . . . . . . . . . . . . . 315
I-H: Tricky Words
all, are, be, by, could, do, down, from, go, have, he, here, how, I, me, my, no, one, once, pic-
ture, said, says, she, should, so, some, there, they, their, to, two, was, we, were, what, when,
where, which, who, why, word, would, you, your
Lesson Template
. . . . . . . . . . . . . . . . . . . . . . . . . 319
Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . 327
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 331
Practice Sentences and Stories for Oral Reading. . . . . . . . . . . 339
Bingo Game Boards . . . . . . . . . . . . . . . . . . . . . . . 369
I-I: Tricky Words Assessment . . . . . . . . . . . . . . . . . . . . . 385
SECTION II (UNIT )
Two-Syllable Short Vowel Words: Closed Syllables
II-A: Closed Syllables
Lesson Template
. . . . . . . . . . . . . . . . . . . . . . . . . 389
Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . 391
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 397
Practice Sentences and Stories for Oral Reading. . . . . . . . . . . 403
Game. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407
II-B: Closed Syllables
Word Lists
. . . . . . . . . . . . . . . . . . . . . . . . . . . 409
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 413
II-C: Two-Syllable Short Vowel Words
Practice Sentences for Oral Reading
. . . . . . . . . . . . . . . . . . 417
II-D: Two-Syllable Short Vowel Words Assessment . . . . . . . . . . . 421
page 4
‘g’ > /j/, ‘c’ > /s/, ‘ce’ > /s/, ‘se’ > /s/, ‘s’ > /z/, ‘kn’> /n/, ‘tch’ > /ch/, ‘ve’ > /v/,
‘wh’ > /w/, ‘wr’ > /r/
Lesson Template
. . . . . . . . . . . . . . . . . . . . . . . . . 427
Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . 429
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 439
Practice Sentences and Stories for Oral Reading. . . . . . . . . . . 455
Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 459
II-F: Consonant Spelling Alternatives Assessment . . . . . . . . . . . 469
SECTION III (UNIT )
*See Section I-H (Unit 1) for Tricky Words
Vowel Digraphs
III-A: One-Syllable Words with Separated Digraphs (Magic E)
Lesson Template
. . . . . . . . . . . . . . . . . . . . . . . . . 475
Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . 477
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 485
Practice Sentences and Stories for Oral Reading. . . . . . . . . . . 499
Game. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 505
III-B: More One-Syllable Vowel Digraphs and R-Controlled Vowels
‘ee’ and ‘ea’ > /ee/, ‘oo’ > /oo/ or /oo/, ‘oi’ and ‘oy’ > /oi/, ‘ou’ and ‘ow’ > /ou/,
‘er’ > /er/, ‘ar’ > /ar/, ‘or’ > /or/
Lesson Templates
. . . . . . . . . . . . . . . . . . . . . . . . 509
Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . 513
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 527
Practice Sentences and Stories for Oral Reading. . . . . . . . . . . 559
Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 581
III-C: One-Syllable Vowel Digraphs and R-Controlled Vowels Assessment 585
III-D: Two-Syllable Words with Vowel Digraphs and R-Controlled Vowels
Lesson Template
. . . . . . . . . . . . . . . . . . . . . . . . . 591
Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . 593
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 597
Practice Sentences and Stories for Oral Reading. . . . . . . . . . . 613
III-E: Two-Syllable Words with Vowel Digraphs
and R-Controlled Vowels Assessment
. . . . . . . . . . . . . . . . . 617
III-F: Fluency Assessment . . . . . . . . . . . . . . . . . . . . . . 621
SECTION IV (UNIT )
Vowel Spelling Alternatives and Tricky Spellings
IV-A: Lesson Templates . . . . . . . . . . . . . . . . . . . . . . . 627
IV-B: Spelling Alternatives ‘ai’ and ‘ay’ > /ae/; Mixed Review with ‘a_e’
Word Lists
. . . . . . . . . . . . . . . . . . . . . . . . . . . 631
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 637
Practice Sentences and Stories for Oral Reading. . . . . . . . . . . 645
IV-C: Tricky Spelling ‘a’ > /a/ or /ae/
Word Lists
. . . . . . . . . . . . . . . . . . . . . . . . . . . 651
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 655
Practice Sentences and Stories for Oral Reading. . . . . . . . . . . 665
Game. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 669
IV-D: Spelling Alternatives ‘oa’ and ‘oe’ > /oe/; Mixed Review with ‘o_e’
Word Lists
. . . . . . . . . . . . . . . . . . . . . . . . . . . 671
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 677
Practice Sentences and Stories for Oral Reading. . . . . . . . . . . 683
IV-E: Tricky Spelling ‘o’ > /o/ or /oe/
Word Lists
. . . . . . . . . . . . . . . . . . . . . . . . . . . 689
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 693
Practice Sentences and Stories for Oral Reading. . . . . . . . . . . 707
Game. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 711
IV-F: Spelling Alternative ‘ie’ > /ie/; Mixed Review with ‘i_e’
Word Lists
. . . . . . . . . . . . . . . . . . . . . . . . . . . 713
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 717
Practice Sentences and Stories for Oral Reading. . . . . . . . . . . 721
page 5
IV-G: Tricky Spelling ‘i’ > /i/ or /ie/
Word Lists
. . . . . . . . . . . . . . . . . . . . . . . . . . . 725
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 731
Practice Sentences and Stories for Oral Reading. . . . . . . . . . . 739
Game. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 743
IV-H: Spelling Alternative ‘ue’ > /ue/; Mixed Review with ‘u_e’
Word Lists
. . . . . . . . . . . . . . . . . . . . . . . . . . . 745
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 751
Practice Sentences and Stories for Oral Reading. . . . . . . . . . . 755
IV-I: Tricky Spelling ‘u’ > /u/ or /ue/
Word Lists
. . . . . . . . . . . . . . . . . . . . . . . . . . . 759
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 763
Practice Sentences and Stories for Oral Reading. . . . . . . . . . . 771
Game. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 775
IV-J: Spelling Alternatives ‘aw’, ‘au’, and ‘augh’ > /aw/
Word Lists
. . . . . . . . . . . . . . . . . . . . . . . . . . . 781
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 789
Practice Sentences and Stories for Oral Reading. . . . . . . . . . . 801
IV-K: Vowel Spelling Alternatives and Tricky Spellings Assessment. . . . 805
IV-L: Fluency Assessment . . . . . . . . . . . . . . . . . . . . . . 809
SECTION V (UNIT )
Spelling Alternatives and Tricky Spellings
V-A: Lesson Template . . . . . . . . . . . . . . . . . . . . . . . . 817
V-B: Spelling Alternatives ‘ir’ and ‘ur’ > /er/; Mixed Review
Word Lists
. . . . . . . . . . . . . . . . . . . . . . . . . . . 819
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 827
Practice Sentences for Oral Reading . . . . . . . . . . . . . . . . 839
V-C: Spelling Alternative ‘y’ > /i/
Word List
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 843
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 845
Practice Sentences for Oral Reading . . . . . . . . . . . . . . . . 851
V-D: Spelling Alternatives ‘i’, ‘igh’, and ‘y’ > /ie/
Word Lists
. . . . . . . . . . . . . . . . . . . . . . . . . . . 853
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 859
Practice Sentences and Stories for Oral Reading. . . . . . . . . . . 867
V-E: Spelling Alternatives ‘o’ and ‘ow’ > /oe/
Word Lists
. . . . . . . . . . . . . . . . . . . . . . . . . . . 873
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 879
Practice Sentences for Oral Reading . . . . . . . . . . . . . . . . 883
V-F: Spelling Alternatives ‘ee’, ‘y’, ‘ey’, and ‘ie’ > /ee/; Mixed Review
Word Lists
. . . . . . . . . . . . . . . . . . . . . . . . . . . 887
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 897
Practice Sentences for Oral Reading . . . . . . . . . . . . . . . . 913
Game. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 919
V-G: Spelling Alternative ‘al’ > /aw/
Word List
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 923
Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . 925
Practice Sentences for Oral Reading . . . . . . . . . . . . . . . . 927
V-H: Tricky Spelling ‘y’ > /y/, /ee/, or /ie/
Word Lists
. . . . . . . . . . . . . . . . . . . . . . . . . . . 929
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 933
Practice Sentences for Oral Reading . . . . . . . . . . . . . . . . 941
V-I: Tricky Spelling ‘e’ > /e/ or /ee/
Word Lists
. . . . . . . . . . . . . . . . . . . . . . . . . . . 945
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 949
Practice Sentences for Oral Reading . . . . . . . . . . . . . . . . 955
page 6
V-J: Tricky Spelling ‘ow’ > /ow/ or /oe/
Word Lists
. . . . . . . . . . . . . . . . . . . . . . . . . . . 957
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 961
Practice Sentences for Oral Reading . . . . . . . . . . . . . . . . 969
V-K: Mixed Review Worksheets for Section V . . . . . . . . . . . . . 971
V-L: Game for Section V Spelling Alternatives . . . . . . . . . . . . . 977
V-M: Spelling Alternatives and Tricky Spellings Assessment . . . . . . . 981
V-N: Fluency Assessment . . . . . . . . . . . . . . . . . . . . . . 985
SECTION VI (UNIT )
Spelling Alternatives and Tricky Spellings Associated with /u/ and /ə/
Lesson Template . . . . . . . . . . . . . . . . . . . . . . . . . 993
VI-A: Spelling Alternatives ‘o’, ‘ou’, and ‘o_e’ > /u/
Word Lists
. . . . . . . . . . . . . . . . . . . . . . . . . . . 995
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . 999
Practice Sentences and Stories for Oral Reading. . . . . . . . . . 1025
VI-B: Spelling Alternatives 'a', 'e', 'al', 'il', 'el', 'le', and 'tion' > /ə/
Lesson
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 1029
Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . 1039
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 1047
Tricky Spellings ‘a’ and ‘e’ Worksheets . . . . . . . . . . . . . . 1067
Practice Sentences and Stories for Oral Reading. . . . . . . . . . 1081
VI-C: Spelling Alternatives and Tricky Spellings
Associated with /ə/ and /u/ Assessment
. . . . . . . . . . . . . . . 1089
VI-D: Fluency Assessment . . . . . . . . . . . . . . . . . . . . . 1093
SECTION VII (UNIT )
Assorted Spelling Alternatives and Tricky Spellings
VII-A: Lesson Template . . . . . . . . . . . . . . . . . . . . . . 1101
VII-B: Spelling Alternative ‘ph’ > /f/
Word List
. . . . . . . . . . . . . . . . . . . . . . . . . . . 1103
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 1105
Practice Sentences for Oral Reading . . . . . . . . . . . . . . . 1113
VII-C: Spelling Alternative and Tricky Spelling ‘ea’ > /e/
Word List
. . . . . . . . . . . . . . . . . . . . . . . . . . . 1115
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 1117
Practice Sentences for Oral Reading . . . . . . . . . . . . . . . 1121
VII-D: Spelling Alternatives ‘ar’ and ‘or’ > /er/
Word List
. . . . . . . . . . . . . . . . . . . . . . . . . . . 1123
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 1125
Practice Sentences for Oral Reading . . . . . . . . . . . . . . . 1131
VII-E: Spelling Alternative and Tricky Spelling ‘ch’ > /k/
Word Lists
. . . . . . . . . . . . . . . . . . . . . . . . . . 1133
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 1137
Practice Sentences for Oral Reading . . . . . . . . . . . . . . . 1141
VII-F: Spelling Alternative and Tricky Spelling ‘i’ > /ee/
Word Lists
. . . . . . . . . . . . . . . . . . . . . . . . . . 1143
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 1147
Practice Sentences for Oral Reading . . . . . . . . . . . . . . . 1153
VII-G: Spelling Alternatives ‘wa’ and ‘a’ > /o/
Lessons
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 1155
Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . 1159
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 1163
Practice Sentences for Oral Reading . . . . . . . . . . . . . . . 1169
VII-I: Fluency Assessment . . . . . . . . . . . . . . . . . . . . . 1175
page 7
818 Grade 2 | Assessment and Remediation Guide
© 2013 Core Knowledge Foundation
Spelling Alternatives
Focus: Spelling
Alternatives Teaching Materials
Warm-Up Working in a small group, show students Spelling Cards
previously taught.
Say the sound and have students repeat or have students say the
sound as you show students the Spelling Card.
previously taught
Spelling Cards
Code Flip Books
Introduction/
Teaching
Ask students for the spellings they already know for the
particular sound.
Write the spelling and write several words with that spelling.
Introduce the new spelling alternative(s), using the Spelling
Card(s) and Code Flip Book.
Write words with the alternate spelling(s).
Go over the alternative spelling by reviewing the spelling of the
target sound and words that are written with that spelling.
Have students repeat the words.
Repeat the words and ask students where the target sound is in
each word, as they refer to their own Individual Code Chart.
board or chart paper
Spelling Cards
Code Flip Book
Individual Code Chart
Guided Practice Have a pocket chart or chart paper or use the board with a
column for each spelling alternative.
Give students cards with words with the different spellings of
the target sound.
Students read their words and sort them under the correct
column by spelling.
pocket chart or chart
paper on board
Suggested
Independent
Practice
Students can read isolated words with targeted sound.
Students can read lists of words or phrases with targeted sound.
More proficient students can read connected decodable text
with targeted sound.
page 8
982 Grade 2 | Assessment and Remediation Guide
© 2013 Core Knowledge Foundation
Assessment
Provide students with the sheet labeled Section V Assessment that has 15 rows of words.
Tell students that for each row, you will say one word. Tell students to circle the word that they hear you say. Read
each word provided below, calling out each number to indicate the row that students should point to and look at as
you read the word.
1. fern 11. walnut
2. burn 12. cold
3. first 13. butterfly
4. myth 14. system
5. kind 15. false
6. night
7. spy
8. snow
9. even
10. lucky
Below are the sound-spelling correspondences targeted for each word. If a student misses a word, have the student
read the line(s) that contained the error. Then ask the student to point and say aloud the correct word for that
line. The student’s response will indicate whether the mistake was a careless error or if the student needs additional
instruction in a specific letter-sound correspondence. Please pay attention to other errors as well, as they may
indicate additional areas in need of remediation.
1. ‘er’ > /er/ 11. ‘al’ > /aw/
2. ‘ur’ > /er/ 12. ‘o’ > /oe/
3. ‘ir’ > /er/ 13. ‘er’ > /er/; ‘y’ > /ie/
4. ‘y’ > /i/ 14. ‘y’ > /i/
5. ‘i’ > /ie/ 15. ‘al’ > /aw/
6. ‘igh’ > /ie/
7. ‘y’ > /ie/
8. ‘ow’ > /oe/
9. ‘e’ > /ee/
10. ‘y’ > /ee/
page 9
Grade 2 | Assessment and Remediation Guide 983
© 2013 Core Knowledge Foundation
Name: _______________________________________________________
Section V Assessment
Circle the word you hear your teacher say.
1. fern first find furl
2. burnt bend burn bunt
3. fist first find furl
4. mist math miss myth
5. find kite kin kind
6. neat nice night might
7. spit spy sky sight
8. snout now snow cow
9. ever ease even easy
10. luck ducky lucky leaky
11. water Walter walnut walrus
12. could cold coal cod
13. butter fly flurry butterfly
14. item system sister stem
15. false fall fell waltz
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986 Grade 2 | Assessment and Remediation Guide
© 2013 Core Knowledge Foundation
Fluency Assessment
The second assessment for Section V that you may choose to give students is a Fluency Assessment.
You will work individually with each student and make a running record of the student’s reading of the story, “The
Visit.” This is an opportunity to look for specific problems any students are having. In addition, you will take a
simple, easily calculated measure for the student’s fluency by seeing how long it takes the student to read the story.
Allow each student approximately three minutes to read the story. If the student cannot read the story in three
minutes, this is a clear indication that he or she is struggling and needs to work on fluency. Note: You may allow
more time (up to six minutes) for a student to finish reading the story. Three minutes is a sufficient amount of time
to conduct the assessment, but some students may be frustrated if they do not have the opportunity to finish reading
the story.
Directions: Show the student the story. Ask the student to read the story to you. Start a stopwatch or jot down a
start time when the student reads the first word in the story. As the student reads, make a running record, using
the following marking guidelines. Focus specifically on what a student’s errors reveal about his or her knowledge of
letter-sound correspondences, recording what the student says.
Note: The guidelines for making running records given represent a simplified version of the process. If you have
mastered a different process of taking running records, feel free to use the system you know.
Words read correctly – no mark needed
Omissions – draw a long dash above the word omitted
Insertions – write a carat at the point where the insertion was made
Word read incorrectly – write an “X” above the word and write the word the student says
Self-corrected errors – replace the original error mark with an “SC”
Teacher supplied word – write a “t” above the word (counts as an error); provide only if the child hesitates for five
or more seconds or says he/she does not know the word
Fill out the table to find students fluency percentage. A score below the 50
th
percentile may be cause for concern; a
score below the 25
th
percentile is definite cause for concern. Students struggling with fluency need more exposure to
rereading stories, and may benefit from more previewing of vocabulary before reading as well.
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Grade 2 | Assessment and Remediation Guide 989
© 2013 Core Knowledge Foundation
W.C.P.M. Calculation Worksheet
Student:___________________________
Date:______________________________
Story: The Visit
Total words in story (not including title): 614
Words Time
Words Read
Uncorrected
Mistakes
Words
Correct
Finish Time
Start Time
Elapsed Time
Minutes
Seconds
× 60
()
+=
W. C. P. M.
÷
× 60
=
Time in
Seconds
Words Correct Time in Seconds W.C.P.M.
Compare the student’s W.C.P.M. score to national norms for Grade 3.
See chart in the Introduction of this Guide.
15
0
0
15
4
15
255
576
255
614
38
576
136
4
4
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96 Grade 2 | Assessment and Remediation Guide
© 2013 Core Knowledge Foundation
Grade Percentile
Fall
WCPM*
Winter
WCPM*
Spring
WCPM*
Avg. Weekly
Improvement**
1
90
75
50
25
10
81
47
23
12
6
111
82
53
28
15
1.9
2.2
1.9
1.0
0.6
2
90
75
50
25
10
106
79
51
25
11
125
100
72
42
18
142
117
89
61
31
1.1
1.2
1.2
1.1
0.6
Grade Percentile
Fall
WCPM*
Winter
WCPM*
Spring
WCPM*
Avg. Weekly
Improvement**
3
90
75
50
25
10
128
99
71
44
21
146
120
92
62
36
162
137
107
78
48
1.1
1.2
1.1
1.1
0.8
4
90
75
50
25
10
145
119
94
68
45
166
139
112
87
61
180
152
123
98
72
1.1
1.0
0.9
0.9
0.8
5
90
75
50
25
10
166
139
110
85
61
182
156
127
99
74
194
168
139
109
83
0.9
0.9
0.9
0.8
0.7
6
90
75
50
25
10
177
153
127
98
68
195
167
140
111
82
204
177
150
122
93
0.8
0.8
0.7
0.8
0.8
7
90
75
50
25
10
180
156
128
102
79
192
165
136
109
88
202
177
150
123
98
0.7
0.7
0.7
0.7
0.6
8
90
75
50
25
10
185
161
133
106
77
199
173
146
115
84
199
177
151
124
97
0.4
0.5
0.6
0.6
0.6
2006 Hasbrouck & Tindal Oral Reading Fluency Data
Jan Hasbrouck and Gerald Tindal have completed an extensive study of oral
reading fluency. The results of their study were published in a technical report
entitled, "Oral Reading Fluency: 90 Years of Measurement," which is available
on the University of Oregon’s website, brt.uoregon.edu/tech_reports.htm,
and in The Reading Teacher in 2006 (Hasbrouck, J. & Tindal, G. A. (2006).
Oral reading fluency norms: A valuable assessment tool for reading teachers.
The Reading Teacher. 59(7), 636-644.).
The table below shows the mean oral reading fluency of students in grades 1
through 8 as determined by Hasbrouck and Tindal's data.
You can use the information in this table to draw conclusions and make
decisions about the oral reading fluency of your students. Students scoring
10 or more words below the 50th percentile using the average score of
two unpracticed readings from grade-level materials need a fluency-
building program. In addition, teachers can use the table to set the long-term
fluency goals for their struggling readers.
Average weekly improvement is the average words per week growth you
can expect from a student. It was calculated by subtracting the fall score from
the spring score and dividing the difference by 32, the typical number of
weeks between the fall and spring assessments. For grade 1, since there is
no fall assessment, the average weekly improvement was calculated by
subtracting the winter score from the spring score and dividing the difference
by 16, the typical number of weeks between the winter and spring
assessments.
*WCPM = Words Correct Per Minute **Average words per week growth
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