2nd Grade - Reading Aloud

 
     
 
     
 
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2nd
Listening and Speaking
Reading aloud
Read aloud fluently and accurately with appropriate intonation and expression.
Read information aloud fluently and accurately. Use expression and appropriate tone and pitch when reading.
 

Sample Problems

(1)

What does it mean to read fluently? (reading with ease and grace, capable of flowing)

(2)

What are some ways to help readers read more fluently? (read poetry, read aloud, playing word games – making words)

(3)

What does intonation mean? (the rise and fall in pitch of the voice in speech)

(4)

Read the following couplet. Find the pair of rhyming words.


We like to play in the sun.

It is very, very fun.

__________________, ________________

(5)

Read the following couplet. Add a word to the last line to make the couplet rhyme.


I had a very big, brown cat.

He likes to sit and eat on a ___________________.

Learning Tips

(1)

To help your child become a better fluent reader, begin by reading aloud to him/her daily. By reading aloud, your child will have the opportunity to hear what a fluent reader sounds like. Make sure to use expression and appropriate pacing during this time. Once your child begins to hear this used, he/she will start to use this skill during their own reading. Choose books from different genres, such as fiction, nonfiction, mystery, etc. and allow your child to add his/her sense about books to be read too. Choose books that are at higher levels during read alouds. It is fine that the book may be of a higher reading level. By reading the book to your child, you will introduce your child to more advanced vocabulary words.

(2)

Allow your child to read the same favorite book again and again. Children often have a favorite book that has been read to them or that they choose to read. Children often have these favorite books memorized and know all of the words. By reading the books over and over, your child will not have difficulty distinguishing unknown words; therefore, will be able to focus more on expression and intonation.

(3)

To help your child become a more fluent reader, encourage your child to read out loud. By doing this, your child will be able to hear their voice just as they listen to a person reading to them. They can hear themselves and be able to monitor their reading and use of expression. Another idea is to alternate page reading when reading to your child. You read a page and then allow your child to read a page.

(4)

To help your child gain fluency in reading, encourage them to read poetry. Poetry has a natural flowing tone which helps children to read faster. Have your child pick one poem each week that interests him/her. Take ten minutes each night to have your child read the poem. During the first day, discuss any unfamiliar words with your child. Encourage your child to look these unfamiliar words up in a dictionary to find meaning. During one reading, have your child connect the rhyming words. As your child becomes familiar with the poem, allow you child to read the poem in a different voice (ex. a whisper, a deep voice, a mouse voice). This will keep it interesting for your child. At the end of the week, put the poem in a binder and choose a new poem for the following week.

(5)

To help your child become a better reader, play word games with your child. A good activity to support this concept is making words. Have your child write a word such as “cat” on a piece of paper. Tell your child to change the letter “c” in cat to the letter “m”. Ask him/her what new word was made? Have your child see how many words they can make. Another activity is to play rhyming games with your child. Think of a word and then have your child try to think of a word that rhymes with your word. Go back and forth until no more rhyming words can be thought of. This is a great example of an activity that can be played while driving in a car.

Extra Help Problems

(1)

What does it mean to read fluently? ______________________

___________________________________________________

(2)

Name two ways to help readers become more fluent.


  1. _______________________________________________

  2. _______________________________________________

(3)

Circle the best answer to the question.

What does intonation mean?


  1. talking loudly

  2. the rise and fall in pitch of the voice in speech

  3. to talk in a monotone voice


(4)

Read the following couplet. Find the pair of rhyming words and write them on the line.


We like to play in the sun.

It is very, very fun.

__________________, __________________

(5)

Read the following couplet. Draw a line to connect the pair of rhyming words.


We like to play in the sun.

It is very, very fun.

(6)

Read the following couplet. Add a word to the last line to make the couplet rhyme.


I had a very big, brown cat.

He likes to sit and eat on a ____________________.

(7)

Read the following couplet. Add a word to each line to make the couplet rhyme.


I had a very big, brown _______________________.

He likes to sit and eat on a ____________________.

(8)

Read the nursery rhyme below. Draw a line to connect the rhyming words.


Humpty Dumpty

Humpty Dumpty sat on a wall.
Humpty Dumpty had a great fall.
All the king’s horses and all the king’s men
Couldn’t put Humpty together again!

(9)

Read the tongue twisters below. Try to repeat them several times, as quickly as possible, without stumbling or mispronouncing any words.


Black bug bit a big black bear. But where is the big black bear that the big black bug bit?


Six slippery snails, slid slowly seaward.

(10)

Read the nursery rhyme aloud.


Sing a Song of Sixpence

Sing a song of sixpence,
A pocket full of rye;
Four and twenty blackbirds
Baked in a pie.
When the pie was opened,
They all began to sing.
Now, wasn't that a dainty dish
To set before the King?

The King was in his counting house,
Counting out his money;
The Queen was in the parlor
Eating bread and honey.
The maid was in the garden,
Hanging out the clothes.
Along there came a big black bird
And snipped off her nose!


(11)

Using the word family –ake, see how many words can be made by adding a letter or letters. Write the new words on the lines below.


_ake

______________ ____________ ______________

______________ ____________ ______________

______________ ____________ ______________

______________ ____________ ______________

______________ ____________ ______________

______________ ____________ ______________

______________ ____________ ______________


(12)

Make a list of the words that rhyme with the word below. Write the words on the lines.

an


______________ _____________ _______________

______________ _____________ _______________

______________ _____________ _______________

______________ _____________ _______________

______________ _____________ _______________

______________ _____________ _______________


(13)

Follow the directions below to create new words. Write each new word on the line.


_at = _______________ (Add the letter c to the word at to create

a new word.)

_______________ (Change the letter c to the letter m.)

_______________ (Change the letter m to the letter b.)

_______________ (Change the letter b to the letter s.)

_______________ (Change the letter s to the letter f.)


(14)

Add one letter to the word “an” to make a new word. Write the new word on the line.


_an = ______________________


(15)

Using the letters in the word below, make as many words as possible. Only the letters from the word may be used.


snickers


________________________ ________________________

________________________ ________________________

________________________ ________________________

________________________ ________________________

________________________ ________________________

________________________ ________________________

________________________ ________________________


(16)

Using the letters in the word below, make as many words as possible. Only the letters from the word may be used.


Valentine’s Day


________________________ ________________________

________________________ ________________________

________________________ ________________________

________________________ ________________________

________________________ ________________________

________________________ ________________________

________________________ ________________________

(17)

Draw a line from column A to Column B to connect the rhyming words.


Column A Column B


school thinner


two cool


dinner mop


top few


(18)

Circle the words that rhyme with the word cat.


hat friend mat chat sit drink


Stink bat sat kit top rat

(19)

Read the story out loud. Then, answer questions 19-21.


Tom’s Fear


Tom was afraid to go to sleep at night because he thought that something was hiding under his bed. Every night Tom would stay up for hours with his flashlight as he curled up in a ball underneath his covers. His parents were unaware of this and often wondered why he was so tired each morning. Finally, Tom realized that it was time to take charge. This was his bedroom and he was determined to face his fears. That night as his parents tucked him into bed and turned of the light, Tom sat quietly with his flashlight on. He decided that in order to face his fears he would need to climb out of bed and take a look for himself as to what was under his bed. Tom was so nervous. He counted slowly to five and then jumped out of bed with his flashlight in his left hand. He threw back the covers and peered underneath his bed. Nothing. He shined the flashlight from one end to the other. There was absolutely nothing underneath. Tom laughed. He had been staying up for so long now and there was nothing to be afraid of. Tom crawled back into bed. He took a deep breath and turned off his flashlight. Tom drifted quickly to sleep.


Circle the best answer.


What item did Tom use to see if there was anything hiding underneath his bed?


  1. a flashlight

  2. a candle

  3. binoculars


(20)

Circle the best answer.


What did Tom decide he had to do to face his fears?


  1. sing a song

  2. look under the bed

  3. keep holding his flashlight

(21)

What did Tom find underneath his bed? ___________________

___________________________________________________


(22)

Create a tongue twister using the letter “S”. Write your tongue twister on the line below. Practice reading your tongue twister aloud as fast as you can.


____________________________________________________

____________________________________________________


 

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