2nd Grade
Problem of the Day
Columbus City Schools
Reading Department
April
2016-2017
Dear Educator,
Problem of the Day Activities
The Second Grade Problem of the Day documents are designed to
provide teachers and parents preparation with the new Ohio’s State
Assessment for Reading. They are created to prompt collaborative
discussion in the classroom.
Questions to consider during discussions:
• Why is this answer choice the best answer?
• What answer choice confuses you?
• What strategy did you use to determine the answer?
• What evidence in the passage supports your answer?
There are key components in these documents:
I Can Statements:
The I Can Statements are located underneath each question. The
statements provide teachers and parents a clear indication of what
standard that particular question is assessing. This gives valuable
information on the standards each student is secure with, as well as
the ones where the student may require some extra help.
Test-Taking Strategy:
Each week includes a test-taking strategy. These strategies will help
prepare our students both at school and at home for the upcoming
assessment.
Questions to consider during discussions:
• Let’s try this week’s test-taking strategy, how did this strategy help
you?
• How did the test-taking strategy help you locate evidence in the
text?
• How did the test-taking strategy help you focus on what you were
reading?
Parent Connection Component:
The Parent Connection component includes questions that parents
can use to work with their students. The passage used in the parent
connection document is the same passage that is used in the
problem of the day activities conducted in class. This will help
reinforce close reading at home.
Test-Taking Strategy
Answer all of the questions.
Do not leave any answers blank on your
test. Make your best guess on questions
you don’t know. You can do this by
eliminating answer choices that do not
seem correct.
Directions
Day 1
Read “A Day to Celebrate Earth.” Then, answer the multiple-choice
questions.
Day 2
Reread or review “A Day to Celebrate Earth.” Then, answer the
multiple-choice questions.
Day 3
Reread or review “A Day to Celebrate Earth.” Then, answer the
multiple-choice questions.
Day 4
Reread or review “A Day to Celebrate Earth.” Then, answer the
multiple-choice questions.
Day 5
Reread or review “A Day to Celebrate Earth.” Then, answer the
multiple-choice questions.
Day 6
Reread or review “A Day to Celebrate Earth.” Then, write an essay in
response to the writing prompt.
Day 7
Reread or review “A Day to Celebrate Earth.” Then, use the Student
Writing Checklist to revise and edit the essay written on Day 6.
(*Included you will also find the Informative/Explanatory Writing Rubric, Grades
3-5. This rubric is for teacher use.)
CONCEPTS OF COM PREHENSION: AUTH OR’S PURPOSE 2nd GRADE UNIT
Reading Passage
A Day to Celebrate
Earth
Each year, Earth Day is celebrated in April.
On Earth Day, millions of people will think of
ways to stop pollution. They will talk about
recycling1 and planting trees. People will
look for ways to save energy and water.
1
Lend Earth a Helping Hand!
2
People have been celebrating Earth Day
since 1970. Earth Day was started by a man
named Gaylord Nelson. Nelson was a United
States senator from Wisconsin. He was worried about the damage
being done to the planet.
Max Planck Institute
3
To celebrate Earth Day, people get together once a year to think about
ways to protect Earth. But many people think that every day should be
Earth Day. They say people should always work to stop pollution2 and
clean up the land and water.
4
Here are a few ways that you can help make every day Earth Day!
Don't Be a Litterbug!
5
Don't litter3! Be a good example for other kids. If you see litter, pick it
up and put it in trash cans or recycling bins.
Recycle!
6
Cans, bottles, and newspapers can be recycled. That means these
objects are put through a special process so they can be used again.
7
Start a can recycling program at your school. Use the money you earn
from returning the cans to buy new playground equipment or to have
an Earth Day party.
1 recycling: processing items (such as glass, cans or paper) in order to allow the materials to be reused
2 pollution: condition made impure or spoiled with waste
3 litter: to scatter about in disorder; to cover with a messy collection of trash
1
Text: Copyright © 2001 Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation. Used
by permission. From Weekly Reader 2, Student Edition, 4/6/01
© 2010 Urban Education Exchange. All rights reserved.
CONCEPTS OF COM PREHENSION: AUTH OR’S PURPOSE 2nd GRADE UNIT
Reading Passage
Save a Tree, Plant a Tree!
8
Paper is made from trees. You can save a tree by not wasting paper.
Use both sides.
9
Celebrate National Arbor Day by planting a tree. This holiday
encourages people to plant and care for trees.
Don't Waste Water!
10
You can easily conserve, or save, water. Turn the faucet off while
brushing your teeth and washing your face.
Save Energy!
11
Save electricity by turning off the lights when you leave a room. Do
not leave a radio or TV on if you aren't using it.
2
Text: Copyright © 2001 Weekly Reader Corporation. All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation. Used
by permission. From Weekly Reader 2, Student Edition, 4/6/01
© 2010 Urban Education Exchange. All rights reserved.
Day 1
A Day to Celebrate Earth
1. When did people begin celebrating Earth Day?
A. 1950
B. 1960
C. 1970
D. 1980
RI 2.1 I can answer important questions about who, what, when, where,
why, and how of a text.
2. In which section can you find information about the
person that started Earth Day?
A. Lend Earth a Helping Hand!
B. Don’t Be a Litterbug!
C. Recycle!
D. Save a Tree, Plant a Tree!
RI 2.5 I can identify the heading and use it to get information about a text.
Day 2
A Day to Celebrate Earth
3. What is the author’s purpose for writing this text?
A. To give information about Gaylord Nelson’s life.
B. To give information about the process of how paper
is made.
C. To give information about Arbor Day.
D. To give information about Earth Day and encourage
people to take care of the Earth.
RI 2.6 I can identify the main purpose of a text.
4. Who is Gaylord Nelson?
A. He invented recycling.
B. The man that started Earth Day.
C. He invented electricity.
D. The man that started Arbor Day.
RI 2.1 I can answer important questions about who, what, when, where,
why, and how of a text.
Day 3
A Day to Celebrate Earth
5. What is the meaning of conserve in paragraph 10?
A. To pay little or no attention to.
B. To fail to take care of.
C. To use carelessly.
D. To use or manage wisely.
RI 2.4 I can determine the meaning of an unfamiliar word in a text.
6. How can people conserve water?
______________________________________________________
______________________________________________________
______________________________________________________
RI 2.1 I can answer important questions about who, what, when, where,
why, and how of a text.
Day 4
A Day to Celebrate Earth
7. Read the sentences below.
“Start a can recycling program at your school. Use the
money you earn from returning the cans to buy new
playground equipment or to have an Earth Day party.”
The author uses these sentences to support which of the
following points?
A. Children can also find ways to help protect the Earth.
B. You can save a tree by not wasting paper.
C. Turn off lights when you leave a room to save electricity.
D. Recycling is when objects are put through a special process
so they can be used again.
RI 2.8 I can describe how an author chooses details to support the text.
8. Which question is answered in paragraph 9?
A. How is Earth Day celebrated?
B. What are some ways people can save energy?
C. What is National Arbor Day?
D. Who is Gaylord Nelson?
RI 2.1 I can ask important questions about who, what, when, where, why,
and how of a text.
Day 5
A Day to Celebrate Earth
9. Read the sentence below.
“They say people should always work to stop pollution and
clean up the land and water.”
What is the meaning of the word pollution?
A. Processing items in order to be reused.
B. Harmful products being bought into the environment.
C. To cover with a messy collection of trash.
D. A large amount of power.
RL 2.4 I can determine the meaning of an unfamiliar word in a text.
10. How does the author support the point that everyday can
be Earth Day?
A. By providing ideas of helpful things people can do at
home and at school.
B. By explaining the impact pollution has on animals.
C. By explaining the difference between air and water
pollution.
D. By giving information about Gaylord Nelson’s life.
RI 2.8 I can describe how an author chooses details to support the text
Day 6
A Day to Celebrate Earth
Informative/Explanatory Writing
Writing Prompt:
Write an essay explaining why Earth Day was created and
how it is celebrated. Discuss ways that people can help
make the Earth better everyday. Support your essay with
evidence from the text.
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Day 7
A Day to Celebrate Earth
Student Writing Checklist
Today you will review, revise, and edit the essay written on
Day 6. Use the checklist below to make sure all of the
necessary parts of the essay are included. If there are parts
that are not included, revise or edit your essay to make sure
they are included.
! I have a topic sentence.
! I clearly communicated my thoughts on the topic.
! I included a beginning, middle, and end.
! I included transitional words like first, next, then, and
finally.
! I included a balance of simple and complex
sentences.
! I included text evidence to support my ideas.
! I included key words from the text to support my
answer.
! I used correct spelling.
! I used correct capitalization.
! I used correct punctuation.
Answer Key
A Day to Celebrate Earth
1. C
2. A
3. D
4. B
5. D
6. Response includes the following:
Turn the faucet off while brushing your teeth and
washing your face.
7. A
8. C
9. B
10. A
Ohio’s State Test
English Language Arts
Informative/Explanatory
Writing Rubric, Grades 3–5
UPDATED OCTOBER 2015
Ohio’s State Test Informative/Explanatory Writing Rubric, Grades 3-5
/
Ohio’s State Test
Informative/Explanatory Writing Rubric, Grade 3-5
(Score points within each domain include most of the characteristics below.)
Purpose, Focus, and Organization
Evidence and Elaboration
Score
(4-points)
(4-points)
4
The response is fully sustained and consistently
focused within the purpose, audience, and task;
and it has a clearly stated controlling idea and
effective organizational structure creating
coherence and completeness. The response
includes most of the following:
• A strongly maintained controlling idea with
little or no loosely related material
• Skillful use of a variety of transitional
strategies to clarify the relationships between
and among ideas
• Logical progression of ideas from beginning to
end, including a satisfying introduction and
conclusion
3
The response is adequately sustained and generally
focused within the purpose, audience, and task;
and it has a controlling idea and evident
organizational structure with a sense of
completeness. The response includes most of the
following:
• A maintained controlling idea, though
some loosely related material may be
present
• Adequate use of transitional strategies with
some variety to clarify the relationships
between and among ideas
• Adequate progression of ideas from beginning
to end, including a sufficient introduction and
conclusion
Page 2 of 3
The response provides thorough and convincing
support/evidence for the controlling idea or main idea
that includes the effective use of sources, facts, and
details. The response includes most of the following:
• Relevant evidence integrated smoothly and
thoroughly with references to sources
• Effective use of a variety of elaborative techniques
(including but not limited to definitions, quotations,
and examples), demonstrating an understanding of
the topic and text
• Clear and effective expression of ideas, using precise
language
• Academic and domain-specific vocabulary clearly
appropriate for the audience and purpose
• Varied sentence structure, demonstrating language
facility
The response provides adequate support/evidence for
the controlling idea or main idea that includes the use of
sources, facts, and details. The response includes most of
the following:
• Generally integrated evidence from sources, though
references may be general, imprecise, or inconsistent
• Adequate use of some elaborative techniques
• Adequate expression of ideas, employing a mix of
precise and general language
• Domain-specific vocabulary generally appropriate for
the audience and purpose
• Some variation in sentence structure
Conventions of Standard English
(Begins at score point 2)
Ohio’s State Test Informative/Explanatory Writing Rubric, Grades 3-5
Score
Purpose, Focus, and Organization
(4-points)
Evidence and Elaboration
(4-points)
Conventions of Standard English
(2-points)
2
The response is somewhat sustained within the
purpose, audience, and task but may include
loosely related or extraneous material; and it may
have a controlling idea with an inconsistent
organizational structure. The response may include
the following:
• A partially focused controlling idea,
but insufficiently sustained or
unclear
• Inconsistent use of transitional strategies with
little variety
• Uneven progression of ideas from beginning to
end and may include an inadequate
introduction or conclusion
The response provides uneven, cursory support/evidence
for the controlling idea or main idea that includes
ineffective use of sources, facts, and details. The response
includes most of the following:
• Weakly integrated evidence from sources and
erratic or irrelevant references
• Repetitive or ineffective use of elaborative
techniques
• Imprecise or simplistic expression of ideas
• Inappropriate or ineffective domain-specific
vocabulary
• Sentences possibly limited to simple constructions
The response demonstrates an adequate command
of basic conventions. The response may include the
following:
• Some minor errors in usage, but no patterns of
errors
• Adequate use of punctuation, capitalization,
sentence formation, and spelling
1
The response is related to the topic but may
demonstrate little or no awareness of the purpose,
audience, and task; and it may have little or no
discernible controlling idea or organizational
structure. The response may include the following:
•
Confusing or ambiguous ideas
•
Frequent extraneous ideas impeding
understanding
•
Few or no transitional strategies
•
Too brief to demonstrate knowledge of focus
or organization
The response provides minimal support/evidence for the
controlling idea or main idea, including little if any use of
sources, facts, and details. The response includes most of
the following:
• Minimal, absent, erroneous, or irrelevant evidence
from the source material
• Expression of ideas that is vague, lacks clarity, or is
confusing
• Limited or inappropriate language or domain-specific
vocabulary
• Sentences limited to simple constructions
The response demonstrates a partial command of
basic conventions. The response may include the
following:
• Various errors in usage
• Inconsistent use of correct punctuation,
capitalization, sentence formation, and spelling
0
Page 3 of 3
The response demonstrates a lack of command of
conventions, with frequent and severe errors often
obscuring meaning.