Reach for Reading - Units 1-2 - Grade 2 - T121a

Week 3

Week 3

Thematic Connection: Animal Adaptations
Spell Words with Digraphs th, wh
Spell High Frequency Words

SuggeSteD paciNg

objectives

DAY 1
DAY 2-4
DAY 5

AssessMeNts

Foundational Skills
Phonics

Foundational Skills Test

Make a copy of this page so you can cut out the
list of High Frequency Words. Have the child read
the list of words out loud to you. Record the child's
responses on a copy of the Student Profile on
page A2.7

The Decoding Test on page A2.22 is multiplechoice and may be administered to a group
of children. Give each child a copy of the test.
Record each child's responses on a copy of
the Student Profile on page A2.7.
Say: Listen to this word:
.

1 chick
2 watch

Decode Words with
Contractions

3 bath
4 whack
5 can't
6 it's

2

other

wait

know

warm

year

world

without

yellow

Day 5

4

hack

1. switch

Some lizards can switch their colors to hide.

black

2. stretch

This lizard can stretch out its tongue to catch flies.

whack *

5

can't *

watch *

couldn't

6

isn't

batch

instant

Read High Frequency Words

3. thump

Rabbits thump their feet to warn others of danger.

4. which

Which animal is your favorite?

5. know

Do you know what kind of sound a deer makes?

6. other

Like some other animals, it makes a loud snort.

7. wait

Often deer will wait without moving.

8. warm

A squirrel stays snug in its warm nest of leaves.

9. without

/6

10. world

Butterflies live almost everywhere in the world.

prepare

11. year

I wait for the crickets to start chirping every year.

12. yellow

In spring, male goldfinches turn bright yellow.

Have each group cut out the cards.
Note that the words in the first
column are review.

Date

Unit 2 | Staying Alive

10/22/12 5:14 PM

Make Connections
4

food *

B

sound

paint

C

shelter *

D

noise

D

ground

A

prey *

B

milk

C

night

need to be brought in a bit closer to text?
Looks a little disconnected. Thx.

D

spring

A

had *

B

have

C

haved

A

has *

B

have

C

haves

.

6 The giraffe's long neck is a
that helps it find
things to eat.
A

school

B

library

C

feature *

done
TIGHE: Remove exlamation point from

D

window

"Staying Alive!" in footer to right. on this

Speaking and Listening
page and next.

explain
summarize a selection

A2.25

Grade 2 Assessment

Language Function Rubrics

A2p25-26_96458_W3VT.indd 25

Unit 2 | Staying Alive

Unit 2
10/22/12 5:22 PM

Date

Week 1

Rubric

Use with Academic Talk activity,
TE page T65o.

❑

B Beginning uses simple statements to describe and may use
more details but may hesitate frequently to think about how to
communicate what is wanted or may exhibit errors.

❑

I Intermediate uses complete sentences to describe and can
elaborate on details but may make some errors, especially when
trying to form more complex statements.

❑

A Advanced uses a variety of statement structures nearly
comparable to native English-speaking peers. Can use English
grammar structures and complex sentences to describe but may
have minor acquisition or vocabulary gaps or errors.

*	 Language	Function:	
Describe

© National Geographic Learning, a part of Cengage Learning, Inc.

A2.27

Unit 2 | Staying Alive

Oral Language Rubrics

TE page T99n

Scale

Content

Language

B

Misses important details and/or
focuses on minor details
Comparisons of animals do not
reflect the selection contents

Frequently hard to hear or
understand
Often seems uncomfortable with
the summarizing task

I

Summarizes most of the important
details with few minor details
Most comparisons are correct and
complete

Can be understood most of the
time
Seems somewhat comfortable
with the summarizing task

A

Summarizes most of the important
details
Comparisons are correct and
complete

Can be understood
Seems comfortable with the
summarizing task

listen to and learn from Others

10/22/12 5:23 PM

Date

Summarizing a Science Article Rubric

Date

Rubric

Use with Academic Talk activity,
TE page T99m.

❑

B Intermediate uses single words or simple statements to
explain. May try to give more details but may hesitate frequently or
exhibit errors.

❑

A Intermediate uses complete sentences to explain. May
make grammar errors or lack some vocabulary.

❑

A Advanced uses a variety of statement structures without
hesitation and can vary and adapt language to his/her needs. Has
a vocabulary nearly comparable to native English-speaking peers.

*	 Language	Function:	
Explain

Oral Language Project Rubric
Scale

B

I

A

Unit 2

Speaking

Cannot identify the animal's
features
Cannot explain how the animal uses
its features

Does not understand enough to
take notes
Listens but does not understand
new words or expressions

Some information is off topic
Communicates ideas but is not able
to provide support

Identifies features but cannot
explain how they help the animal
survive
Explains how the animal uses its
features in a few words

Listens and takes some notes
Listens and picks up some new
words and expressions

Most information is relevant to the
topic
Communicates ideas and provides
support and clarification most of
the time

Identifies features and explains how
the animal uses them to survive
Explains how the animal uses its
features in a sentence

Listens and takes notes on most new
information
Listens and picks up most new
words and expressions

Grade 2 Assessment
Grade 2 Assessment

A2.52

A2.54

Unit 2 | Staying Alive

Unit 2 | Staying Alive
A2p54_93940_W3_ORR.indd 54

A2p52_93940_LFR.indd 52

Listening

Is not able to stay on topic
Cannot communicate ideas
effectively

© National Geographic Learning, a part of Cengage Learning, Inc.
© National Geographic Learning, a part of Cengage Learning, Inc.

TE page T131d

Content

12/8/14 10:44 AM

A2p47_96458_WRC.indd 47

Reads with appropriate
feeling for some content.

Does not read with feeling.

Reads with appropriate
feeling for most content.

Occasionally pauses while
reading the text.
Pauses to decode many words. Pace is slow with
occasional stops and starts.

Does not change pitch.

Changes pitch, but does not
match the content.

Changes pitch to match some
of the content.

Rarely pauses while reading
the text.

1

Can only read some high frequency words
automatically. Pauses to decode all others or
skips words. Pace is very slow and irregular with
many stops and starts.

2

*  L  etter formation 
or handwriting is 
not legible.

*  V
  isuals are not 
appropriate and 
do not support 
meaning, or they 
do not exist.

*  T  he text is not 
presented in an 
orderly way.

*  T  he writing has 
many errors in 
spelling, 
punctuation, and 
capitalization.

*  T  he writing has 
many errors in 
grammar and 
usage.
*  W
  hen read 
aloud, the 
writing sounds 
unnatural.

*  S  ome of the 
letter formation 
or handwriting is 
neat and legible.

*  M
  ost of the letter 
formation or 
handwriting is 
neat and legible.

A2.47

CC.2.L.2

= three or more children

Reading
Comprehension
Test
A2.23-A2.24

Vocabulary Test
A2.25-A2.26

Writing Rubric
A2.47

Unit 2 | Staying Alive

10/22/12 5:26 PM

Language
Function Rubric
A2.52
Oral Language
Rubrics
A2.54

Date

Week 3

Grade 2 Assessment 

Unit 2, Week 3

A2p27-28_96458_W3GW.indd 27

= two children

Grammar and
Writing Test
A2.27-A2.8

Name
© National Geographic Learning, a part of Cengage Learning, Inc.

Grade 2 Assessment

Name
© National Geographic Learning, a part of Cengage Learning, Inc.

listen and Take Notes
Clarify and support ideas

*  F  ew or none of 
the sentences are 
varied, effective, 
or complete. Few 
or no transitions 
are present.

a cheese sandwich.

5B1__MC_SGSA011p146

3 The frog catches its

and now 3rd line is shorter. Does art now

.

11/17/14 5:02 PM

*   Little or none of 
the language 
grabs readers' 
attention.

B
C

5B1__MC_SGSA011p146

TIGHE: We shortened wording in item 6

honey

*  F  ew appropriate 
words were 
chosen to clearly 
convey the 
message.

5 We use our tent for
A

4 Ana

breakfast more
than four hours ago.

5B1__MC_SGSA011p146

.

*  T  he writing does 
not sound 
genuine.

Write Explanatory Sentences

land

*  T  he tone is not 
appropriate for 
the purpose or 
the audience.

Irregular Verbs

A

*   The content does 
not flow in a 
logical sequence.

2 They
5B1__MC_SGSA011p146

*   There is no 
structure or it is 
barely 
discernible.

5B1__MC_SGSA011p146

*  F  ew or no details 
are included, 
showing little or 
no understanding 
of the topic.

5B1__MC_SGSA011p146

*  T  he writing does 
not have a clear, 
focused 
message.

predator *

Practice Master PM2.31

1

hospital

D

*   The writing has 
some errors in 
grammar and 
usage.

haves

balloon

C

money

*   Most of the 
language grabs 
readers' 
attention.

C

B

paper

*  M
  ost of the 
writing sounds 
genuine.

are *

water *

*  M
  ost details are 
accurate and 
relevant, 
showing good 
understanding of 
the topic.

C

B

D

a sandwich

3

have *

C

11/17/14 5:02 PM

NGReach.com

Reading Strategy
Assessment
lR A.2-lR A.3

LR A.3

Grade 2 Assessment

*   Most of the 
structure is clear 
and fits the 
purpose.

has

B

Does not draw a conclusion
or make a generalization
about the text.

*  M
  ost of the 
writing has a 
clear and 
focused 
message.

A

am

Cannot identify an important
idea.

Presentation

is

B

Does not describe mental
images related to the text.

LRAp2-3_93940_RSA.indd 6

for lunch.

A

Does not make connections
with the text.

*   The text is 
presented in an 
orderly way.

3 Both girls

hungry

after their hike!

Attempts to synthesize, but
synthesis is limited or leads
to inaccurate conclusions or
generalizations.

Conventions

1 Ana and Lisa
.

Attempts to identify and
summarize important ideas,
but is inaccurate.

© National Geographic Learning, a part of Cengage Learning, Inc.

Unit 2, Week 3

5B1__MC_SGSA011p146

teacher

Describes few mental images
directly related to text
descriptions or pictures.

*  T  he writing has 
only a few minor 
errors in spelling, 
capitalization, 
and punctuation.

A

Attempts to make
connections, but the
connections are not relevant
to understanding the text.

Fluency

4 The lion is a

LRAp2-3_93940_RSA.indd
5
5B1__MC_SGSA011p146

Combines some information
from the text to draw basic
conclusions or make limited
generalizations.

*   All sentences are 
varied and 
effective and 
have transitions.

10/22/12 5:15 PM

Identifies and summarizes
some important ideas from
the text using a few parts
of the text. Cannot explain
importance.

Writing Rubric

Date

Grammar and Writing
LR A.2Test

Grade 2 Assessment

* Based on this book and what
you know about (topic), what
do you think is probably true
about (topic)?

Describes multi-sensory
mental images and goes
beyond the literal text.

Word Choice

Name

1

1

Makes some type of
relevant connection, but
does not elaborate on how
the connection helped
understanding.

*   Some visuals are 
appropriate and 
support meaning.

Does not ask questions or asks
irrelevant questions.

2

Synthesizes text accurately
to draw conclusions and/or
make generalizations. Can
explain how synthesis helps
comprehension.

*   The writing has 
several errors in 
grammar and 
usage.

Asks only literal questions.

Does not attempt to make inferences.

3

* What can you conclude from
these parts?

Uses many parts of the
text (pictures, title, words)
to accurately identify
an important idea, and
summarizes the important
ideas in the book.

*  W
  hen read 
aloud, some of 
the writing 
sounds natural 
and rhythmic.

Makes inferences that are inaccurate or
unsubstantiated.

Does not preview or make predictions.
Is not aware of how to monitor
comprehension or clarify meaning.

Synthesize
4

* Tell me about the book you
read. What about the book can
you generalize, or say is true
most of the time?

Describes multi-sensory
mental images that go
beyond the literal text.
Explains how this helped
understanding.

*   Some of the 
language grabs 
readers' 
attention.

Sometimes previews and makes
predictions, but may not confirm them.
Can monitor when comprehension has
broken down, but does not attempt to
clarify text.

2

* How would you summarize
this book for someone who has
not read it?

*  S  ome of the 
writing sounds 
genuine.

Asks relevant questions and looks
for answers to clarify confusion or
understand the text.

* Why do you think that is
important?

*   Some content 
flows in a logical 
sequence.

Makes inferences that are consistent
with the text or background
knowledge. Cannot tell you how
inference was made.

1

*  S  ome details are 
accurate and 
relevant, 
showing some 
understanding of 
the topic.

Often previews text and makes
and confirms predictions. Monitors
comprehension, but cannot always
clarify text independently.

3

2

2

Expands text meaning by asking
questions that address large concepts
and clarify confusion. Can provide
relevant examples related to the book.

3

* What is an important idea in
the book you chose?

*  T  he tone is 
sometimes 
appropriate for 
the purpose and 
the audience.

Makes inferences using examples from
the text and background knowledge.
Can use inferences to interpret the text.

4

1

Makes text-to-self, text-totext, and/or text-to-world
connections to enhance
comprehension. Can explain
how connections enrich
understanding.

*  A
  ppropriate 
words were 
chosen to clearly 
convey the 
message.

1

Consistently previews text and makes
and confirms predictions. Monitors
when comprehension breaks down
and demonstrates ability to clarify text
successfully.

1

5B1__MC_SGSA011p146

.

lunch

2 This is

4

Score
Point

Grammar and Writing

* Can you tell me some examples of
these kinds of questions and what you
learned?

Directions: Choose the answer that completes the sentence correctly.

5B1__MC_SGSA011p146

A

* Did you find answers to the questions?

* What did you already know about
those details that helped you make this
inference?

Voice

Unit 2, Week 3

Directions: Choose the answer that completes the sentence correctly.

1 The deer drinks

* Were there details in the book that
helped you figure this out?

© National Geographic Learning, a part of Cengage Learning, Inc.

Unit 2 | Staying Alive

A2p23-24_96458_W3RC.indd 23

Use Academic Vocabulary

* When you were reading, did you go
back and reread any part of the book for
better understanding?

*   The tone is 
appropriate for 
the purpose and 
the audience.

TIGHE: GLOBAL: Again, make sure lozenge
text is centered on this page and next
(and all in this unit).
Date

1

Use Science Vocabulary

1

Organization

2

color helps these animals to both hide and be seen.

A2.23

2

*  A
  ll content flows 
in a logical 
sequence.

many colors. This way, other chameleons see them easily. Changing

Vocabulary Test

3

*  T  he structure is 
clear and fits the 
purpose.

3

Sometimes these animals want to make friends. Then they change to

Grade 2 Assessment

4

* What questions did you have when you
were reading?

Ideas

Color shows how these animals feel, too. When they
are mad, chameleons turn yellow. The bright color means stay away!

© National Geographic Learning, a part of Cengage Learning, Inc.

Ask Questions
(Unit Focus)

1

*  D
  etails are 
accurate and 
relevant, showing 
excellent 
understanding of 
the topic.

4

helps them find food.

Name

2

*  T  he message is 
clear and 
focused.

see them. Hiding helps keep them safe. It also

done

3

* How did the meaning become clear to
you?

Hungry birds canÕt find them. Bugs also donÕt

GLOBAL: check to make sure lozenge text

4

* Did you infer, or figure out, something in
the book that was not stated directly?

* When you didn't understand, what did
you do?

When they hide on a branch, they turn brown.

is centered

Make Inferences

1

2

*   Most visuals are 
appropriate and 
support meaning.

they hide on a leaf, they turn green.

2

3

*  W
  hen read 
aloud, most of 
the writing 
sounds natural 
and rhythmic.

Chameleons turn different colors.
Why? Color helps them hide. When

3

Determine Importance

Visualize
4

*   Most of the 
content flows in 
a logical 
sequence.

4

* What did you do before you started
reading the book?

1

*  M
  ost of the text 
is presented in an 
orderly way.

change the color of its skin.

2

*  T  he structure is 
confusing and 
does not fit the 
purpose.

Reading Strategy Rubrics
Plan and Monitor

more special about this animal. It can

3

* Was there a part of the book
* Did you read anything in the
book that connects to your life? that made you visualize (see
What was that, and how does it pictures in your mind)?
connect?
* How did this help you
understand what you were
* Did you read anything that
reading?
reminded you of something
else you read? What was that,
* Are there particular words
and how does it connect?
that helped you visualize?
* Did you read anything you
already knew about in the
world around you? What was
that, and how does it connect?

many different ways. It has a long, sticky tongue to catch bugs.
It can also hang from a branch by its tail. There is something even

Frequently pauses at all
appropriate places in
the text.

Reading Strategy Rubrics

What did you do while you were reading?
Were there any parts of the book that confused you or were hard to follow?
What did you do to understand better?
How did it work?

The chameleon is a special animal. It has eyes that move in

Reads most words automatically but still pauses
to decode some words. Pace varies but is mostly
consistent.

2
3
4

Pages

*   The writing has 
some minor 
errors in spelling, 
capitalization, 
and punctuation.

Ask:

4

Date

Check the reading strategies the student used and ask the questions that follow about how the student
used the strategy. Use the rubric to help you determine how well the student used the strategy. Circle the
student's score.

Change of Color

Oral Reading
Assessment
A2.1-A2.4

9/13/14 7:39 PM

10/22/12 5:14 PM

Name

*  M
  ost sentences 
are varied and 
effective and 
have transitions.

p000 Two Tears Take a Trip

Spell Words with

Use these passages
throughout Unit 2.
Work with Above Level
readers this week.

Reading Strategy Assessment

Reading Strategy Assessment

Decode Words with

Unit 2 | Staying Alive

Book Title

*   Many 
appropriate 
words were 
chosen to clearly 
convey the 
message.

Pages

Unit 2, Week 3

1

Directions: Read the article. Then answer the questions about the article.

Make Inferences

Date

Book Title

*  T  he tone is 
mostly 
appropriate for 
the purpose and 
the audience.

Reading Comprehension Test

Name

*   Letter formation 
or handwriting is 
neat and legible.

Date

*   Visuals are 
appropriate and 
support meaning.

Please make all apostrophes curly
apostrophes--not like a prime symbol.
done

Name

*	
*	

Demonstrate Command of English Spelling

= one child

A2.3

Grade 2 Assessment

*	
*	

After several rounds, the group with the most points wins.

A2p1-4_96458_W1_ORA.indd 3

*  T  he writing has 
only a few minor 
errors in 
grammar and 
usage.

Text in lozenge is not centered. This is
GLOBAL for the whole unit. CHange the
the a in the title to a ball and stick a.
Also this came to use in the wrong font. I
have changed it to NGSP Myriad Pro (with
ball and stick "a".) Please make sure it
meets spec.
Tom: please fix art.

3

1

Reads with appropriate
feeling for all content.

1
2
3
4
1
2
3

© National Geographic Learning, a part of Cengage Learning, Inc.

A2.2

Grade 2 Assessment

A2p1-4_96458_W1_ORA.indd 2

*   When read 
aloud, the 
writing sounds 
natural and 
rhythmic.

10/22/12 5:14 PM

*  T  he language  
consistently 
grabs readers' 
attention.

Unit 2 | Staying Alive

*   The writing 
sounds genuine.

© National Geographic Learning, a part of Cengage Learning, Inc.

A2.1

NOTES:

4

© National Geographic Learning, a part of Cengage Learning, Inc.

Grade 2 Assessment

A2p1-4_96458_W1_ORA.indd 1

Circle
Score

words attempted in
one minute

-

4

3

2

1

Automaticity

number of errors

Accuracy and Rate

=

Miscue Observations

Changes pitch to match all of
the content.

words correct per
minute (wcpm)

The quick fox has it!

4

The red fox springs. A fast frog jumps into the
pond. A duck flaps its wings, but not fast enough.

Consistently pauses at all
appropriate places in the text.

31

Expression

61

89

117

142

T099i-099j_96458_W3DWW.indd 9

*  S  ome of the text 
is presented in an 
orderly way.

136

*   The writing has 
several errors in 
spelling, 
punctuation, and 
capitalization.

The quick fox has it!

*  S  ome sentences 
are varied and 
effective and 
have transitions.

131

Grade

too. A fox in the city has to eat scraps of food.

pond. A duck flaps its wings, but not fast enough.

*   Some 
appropriate 
words were 
chosen to clearly 
convey the 
message.

Accuracy and Rate

121

*  T  he message is 
present, but 
somewhat 
unclear or 
confusing.

find it in fields and on farms. It can live in the city,

111

The red fox springs. A fast frog jumps into the

Reads smoothly and automatically. Pace is
consistent.

99

too. A fox in the city has to eat scraps of food.

Intonation

86

find it in fields and on farms. It can live in the city,

You can find a red fox in the woods. You can

Unit 2

Phrasing

You can find a red fox in the woods. You can

can snack on plants and eggs if it has to.

T99i

Oral Reading Fluency Rubrics

75

18

65

can snack on plants and eggs if it has to.

42

42
55

too. It will hunt ducks, frogs, and other animals. It

72

A red fox looks like a red-and-brown dog. Its
body is not big. It can hide well. A red fox is fast,

125

31

100

its den. It is time to hunt!

11

its den. It is time to hunt!

play a game

*	 Each group turns their cards
facedown and mixes them up.
*	 On signal, each group turns over
the cards and arranges them in
alphabetical order.
*	 Check the words and assign
a point for each correctly
alphabetized word.
*	 Have groups shuffle the cards for
another round.

Unit 2

10

24

Winter WCPM Spring WCPM

Now is not the time to nap. It has slept all day in

too. It will hunt ducks, frogs, and other animals. It

I like to see what she's doingDate
with her cubs..

11

Now is not the time to nap. It has slept all day in

A red fox looks like a red-and-brown dog. Its

It's always fun to see the mother bear at the zoo.

6. she's
Name

Oral Reading Assessment

Unit 2

A red fox hides in the grass by a still pond.

An alligator whips its tail quickly back and forth.

5. it's

51

Oral Reading Assessment

4. whips

79

Unit
Unit23

A red fox hides in the grass by a still pond.

I saw a photo of a huge python in a bathtub.

25

Name

Oral Reading Assessment

A raccoon's claws are sharp enough to scratch you.

3. bathtub

106

Date

Unit 2 | Staying Alive

2. scratch

Fall WCPM

Name

A2.22

Grade 2 Assessment

I found a bug in my peanut butter sandwich!

75

Unit 2 | Staying Alive

11/18/14 3:11 PM

prepare

play a game

1. sandwich

50

© National Geographic Learning, a part of Cengage Learning, Inc.

A2.21

Spell Words with

Option 2

No animal can live without food and water.

25

= three or more children

body is not big. It can hide well. A red fox is fast,

Phrasing

T121a

Alphabetize

materialS

90

Fluency

= two children

Grade 2 Assessment

new puzzle.
Decode Words with

Practice Master PM2.30
CC.2.Rfou.3
CC.2.Rfou.3
CC.2.L.2
CC.2.L.2.d
CC.2.L.2.d

scissors

Percentile

Spell High Frequency Words

= one child

© National Geographic Learning, a part of Cengage Learning, Inc.

words.
*	

Spelling Pretest/
Spelling
Test
Day 2
see page T99i

program reSourceS

2006 Hasbrouck & Tindal Oral Reading Fluency Data

Spell Words with Digraphs
ch, tch, th, wh

NGReach.com

High Frequency Word Cards:
Practice Master PM2.31

Use these words and sentences for additional Pretest and Test items.

Score

*	

Decode Words with ch, tch
Decode Words with Closed Syllables
Demonstrate Command of English Spelling
Spell Words with Closed Syllables
Spell Words with ch, tch

More Words

Spelling

Vocabulary

Extend the activity by having
children write another word with
the same digraph and add it to the
correct pile.

High Frequency Words

it's *

back

play a game

Foundational
Skills Test
A2.21-A2.22

Words with Digraphs th, wh

cart

prepare

*	 One child mixes up some words
while the other isn't looking.
*	 The partner then tries to find and
re-sort the misplaced words as
quickly as possible.

chick *

which

materialS
grid paper

play a game

kick

bath *

High Frequency Words

Day 1

Spelling Test

Words with Digraphs ch, tch

want

3

Spelling Pretest

Use these words and sentences for the weekly Spelling Pretest and Spelling Test.

thick

Word Search

Option 1

materialS
scissors

Have pairs cut out the Word Cards
and sort them into piles based on
the digraph (ch, tch) each contains.

Unit 2, Week 3

Week 3

.

Choose the word:

1

Day 2

program reSourceS
Word Cards: Practice Master PM2.30

prepare

Spelling Pretest
Daily Practice Options
Spelling Test

Spelling Words

Date

Foundational Skills

High Frequency Words

* Digraphs ch, tch
* Contractions

Name

Unit 2, Week 3

Decoding
* Digraphs th, wh

Decode Words with Digraphs
ch, tch, th, wh

Compare

Sort Words

Spell Words with Digraphs ch, tch

Assess

Reading

Daily Spelling & Word Work

objectiveS

= TesTed skill FOR eNGlisH leARNeRs

2

= TesTed skill

Assessment & Reteaching



Reach for Reading - Units 1-2 - Grade 2

Table of Contents for the Digital Edition of Reach for Reading - Units 1-2 - Grade 2

Contents
Reach for Reading - Units 1-2 - Grade 2 - Cover1
Reach for Reading - Units 1-2 - Grade 2 - Cover2
Reach for Reading - Units 1-2 - Grade 2 - i
Reach for Reading - Units 1-2 - Grade 2 - ii
Reach for Reading - Units 1-2 - Grade 2 - III
Reach for Reading - Units 1-2 - Grade 2 - iv
Reach for Reading - Units 1-2 - Grade 2 - Contents
Reach for Reading - Units 1-2 - Grade 2 - xxiv
Reach for Reading - Units 1-2 - Grade 2 - xxv
Reach for Reading - Units 1-2 - Grade 2 - xxvi
Reach for Reading - Units 1-2 - Grade 2 - xxvii
Reach for Reading - Units 1-2 - Grade 2 - xxviii
Reach for Reading - Units 1-2 - Grade 2 - xxix
Reach for Reading - Units 1-2 - Grade 2 - xxx
Reach for Reading - Units 1-2 - Grade 2 - xxxi
Reach for Reading - Units 1-2 - Grade 2 - xxxii
Reach for Reading - Units 1-2 - Grade 2 - xxxiii
Reach for Reading - Units 1-2 - Grade 2 - xxxiv
Reach for Reading - Units 1-2 - Grade 2 - xxxv
Reach for Reading - Units 1-2 - Grade 2 - xxxvi
Reach for Reading - Units 1-2 - Grade 2 - xxxvii
Reach for Reading - Units 1-2 - Grade 2 - xxxviii
Reach for Reading - Units 1-2 - Grade 2 - xxxix
Reach for Reading - Units 1-2 - Grade 2 - xl
Reach for Reading - Units 1-2 - Grade 2 - xli
Reach for Reading - Units 1-2 - Grade 2 - xlii
Reach for Reading - Units 1-2 - Grade 2 - xliii
Reach for Reading - Units 1-2 - Grade 2 - xliv
Reach for Reading - Units 1-2 - Grade 2 - T65b
Reach for Reading - Units 1-2 - Grade 2 - T65c
Reach for Reading - Units 1-2 - Grade 2 - T65d
Reach for Reading - Units 1-2 - Grade 2 - T65e
Reach for Reading - Units 1-2 - Grade 2 - T65f
Reach for Reading - Units 1-2 - Grade 2 - T99e
Reach for Reading - Units 1-2 - Grade 2 - T99f
Reach for Reading - Units 1-2 - Grade 2 - T99g
Reach for Reading - Units 1-2 - Grade 2 - T99h
Reach for Reading - Units 1-2 - Grade 2 - T99i
Reach for Reading - Units 1-2 - Grade 2 - T99j
Reach for Reading - Units 1-2 - Grade 2 - T99k
Reach for Reading - Units 1-2 - Grade 2 - T99l
Reach for Reading - Units 1-2 - Grade 2 - T99m
Reach for Reading - Units 1-2 - Grade 2 - T99n
Reach for Reading - Units 1-2 - Grade 2 - T66
Reach for Reading - Units 1-2 - Grade 2 - T67
Reach for Reading - Units 1-2 - Grade 2 - T99o
Reach for Reading - Units 1-2 - Grade 2 - T99p
Reach for Reading - Units 1-2 - Grade 2 - T99q
Reach for Reading - Units 1-2 - Grade 2 - T99r
Reach for Reading - Units 1-2 - Grade 2 - T100
Reach for Reading - Units 1-2 - Grade 2 - T101
Reach for Reading - Units 1-2 - Grade 2 - T101a
Reach for Reading - Units 1-2 - Grade 2 - T102
Reach for Reading - Units 1-2 - Grade 2 - T102a
Reach for Reading - Units 1-2 - Grade 2 - T102b
Reach for Reading - Units 1-2 - Grade 2 - T102c
Reach for Reading - Units 1-2 - Grade 2 - T102d
Reach for Reading - Units 1-2 - Grade 2 - T102e
Reach for Reading - Units 1-2 - Grade 2 - T102f
Reach for Reading - Units 1-2 - Grade 2 - T102g
Reach for Reading - Units 1-2 - Grade 2 - T102h
Reach for Reading - Units 1-2 - Grade 2 - T102i
Reach for Reading - Units 1-2 - Grade 2 - T103
Reach for Reading - Units 1-2 - Grade 2 - T104
Reach for Reading - Units 1-2 - Grade 2 - T105
Reach for Reading - Units 1-2 - Grade 2 - T105a
Reach for Reading - Units 1-2 - Grade 2 - T105b
Reach for Reading - Units 1-2 - Grade 2 - T105c
Reach for Reading - Units 1-2 - Grade 2 - T105d
Reach for Reading - Units 1-2 - Grade 2 - T106
Reach for Reading - Units 1-2 - Grade 2 - T107
Reach for Reading - Units 1-2 - Grade 2 - T108–109
Reach for Reading - Units 1-2 - Grade 2 - T110–111
Reach for Reading - Units 1-2 - Grade 2 - T112–113
Reach for Reading - Units 1-2 - Grade 2 - T114–115
Reach for Reading - Units 1-2 - Grade 2 - T116–117
Reach for Reading - Units 1-2 - Grade 2 - T118–119
Reach for Reading - Units 1-2 - Grade 2 - T119a
Reach for Reading - Units 1-2 - Grade 2 - T119b
Reach for Reading - Units 1-2 - Grade 2 - T119c
Reach for Reading - Units 1-2 - Grade 2 - T119d
Reach for Reading - Units 1-2 - Grade 2 - T119e
Reach for Reading - Units 1-2 - Grade 2 - T119f
Reach for Reading - Units 1-2 - Grade 2 - T119g
Reach for Reading - Units 1-2 - Grade 2 - T119h
Reach for Reading - Units 1-2 - Grade 2 - T120
Reach for Reading - Units 1-2 - Grade 2 - T121
Reach for Reading - Units 1-2 - Grade 2 - T121a
Reach for Reading - Units 1-2 - Grade 2 - T121b
Reach for Reading - Units 1-2 - Grade 2 - T131c
Reach for Reading - Units 1-2 - Grade 2 - T131d
Reach for Reading - Units 1-2 - Grade 2 - T132
Reach for Reading - Units 1-2 - Grade 2 - T133
Reach for Reading - Units 1-2 - Grade 2 - T134
Reach for Reading - Units 1-2 - Grade 2 - LR13
Reach for Reading - Units 1-2 - Grade 2 - LR14
Reach for Reading - Units 1-2 - Grade 2 - LR15
Reach for Reading - Units 1-2 - Grade 2 - LR16
Reach for Reading - Units 1-2 - Grade 2 - LR17
Reach for Reading - Units 1-2 - Grade 2 - LR18
Reach for Reading - Units 1-2 - Grade 2 - LR19
Reach for Reading - Units 1-2 - Grade 2 - LR20
Reach for Reading - Units 1-2 - Grade 2 - LR21
Reach for Reading - Units 1-2 - Grade 2 - LR22
Reach for Reading - Units 1-2 - Grade 2 - LR23
Reach for Reading - Units 1-2 - Grade 2 - LR24
Reach for Reading - Units 1-2 - Grade 2 - R1
Reach for Reading - Units 1-2 - Grade 2 - R2
Reach for Reading - Units 1-2 - Grade 2 - R3
Reach for Reading - Units 1-2 - Grade 2 - R4
Reach for Reading - Units 1-2 - Grade 2 - Cover3
Reach for Reading - Units 1-2 - Grade 2 - Cover4
https://www.nxtbook.com/nxtbooks/ngsp/panoramascience_te_noncc_k
https://www.nxtbook.com/nxtbooks/ngsp/panoramascience_te_noncc_5
https://www.nxtbook.com/nxtbooks/ngsp/panoramascience_te_noncc_3
https://www.nxtbook.com/nxtbooks/ngsp/panoramascience_te_noncc_6
https://www.nxtbook.com/nxtbooks/ngsp/panoramascience_te_cc_3_sp
https://www.nxtbook.com/nxtbooks/ngsp/panoramascience_te_cc_5_sp
https://www.nxtbook.com/nxtbooks/ngsp/panoramascience_te_cc_2_sp
https://www.nxtbook.com/nxtbooks/ngsp/panoramascience_te_cc_6_sp
https://www.nxtbook.com/nxtbooks/ngsp/panoramascience_te_cc_4_sp
https://www.nxtbook.com/nxtbooks/ngsp/panoramascience_te_cc_1_sp
https://www.nxtbook.com/nxtbooks/ngsp/panoramascience_te_1_sp
https://www.nxtbook.com/nxtbooks/ngsp/panoramascience_te_4_sp
https://www.nxtbook.com/nxtbooks/ngsp/elgolperdido_sampler
https://www.nxtbook.com/nxtbooks/ngsp/laescuelita_doremisteriosa_sampler
https://www.nxtbook.com/nxtbooks/ngsp/pepegorras_sampler
https://www.nxtbook.com/nxtbooks/ngsp/porfavor_noleasestelibro_sampler
https://www.nxtbook.com/nxtbooks/ngsp/summerwinesampler
https://www.nxtbook.com/nxtbooks/ngsp/gabriel_comelibros_2018
https://www.nxtbook.com/nxtbooks/ngsp/panoramascience_te_1
https://www.nxtbook.com/nxtbooks/ngsp/panoramascience_te_k
https://www.nxtbook.com/nxtbooks/ngsp/panoramascience_te_4
https://www.nxtbook.com/nxtbooks/ngsp/panoramascience_te_5
https://www.nxtbook.com/nxtbooks/ngsp/panoramascience_te_6
https://www.nxtbook.com/nxtbooks/ngsp/panoramascience_te_3
https://www.nxtbook.com/nxtbooks/ngsp/panoramascience_te_2
https://www.nxtbook.com/nxtbooks/ngsp/ladders2017
https://www.nxtbook.com/nxtbooks/ngsp/academicvocabtoolkit_grade7te_2017
https://www.nxtbook.com/nxtbooks/ngsp/academicvocabtoolkit_grade7se_2017
https://www.nxtbook.com/nxtbooks/ngsp/academicvocabtoolkit_primary2016
https://www.nxtbook.com/nxtbooks/ngsp/academicvocabtoolkit_secondary2016
https://www.nxtbook.com/nxtbooks/ngsp/exploremos_sampler_levels1and3
https://www.nxtbook.com/nxtbooks/ngl/rforr_units3to4_gr3
https://www.nxtbook.com/nxtbooks/ngl/rforr_units3to4_gr4
https://www.nxtbook.com/nxtbooks/ngl/rforr_units3to4_gr5
https://www.nxtbook.com/nxtbooks/ngl/rforr_units3to4_grk
https://www.nxtbook.com/nxtbooks/ngl/rforr_units1to2_gr2
https://www.nxtbook.com/nxtbooks/ngl/rforr_units3to4_gr6
https://www.nxtbook.com/nxtbooks/ngl/rforr_units5to6_gr1
https://www.nxtbook.com/nxtbooks/ngl/pathways_LSCT_4
https://www.nxtbook.com/nxtbooks/ngl/pathways_LSCT_3
https://www.nxtbook.com/nxtbooks/ngl/pathways_LSCT_2
https://www.nxtbook.com/nxtbooks/ngl/pathways_LSCT_1
https://www.nxtbook.com/nxtbooks/ngl/thegrammarbook3
https://www.nxtbook.com/nxtbooks/ngsp/learningreader_green
https://www.nxtbook.com/nxtbooks/ngsp/thetempest_graphicnovel
https://www.nxtbook.com/nxtbooks/ngsp/cumbre
https://www.nxtbookmedia.com