Enhanced Assessment

NECAP Grade Level Expectations (GLEs) for Reading End of Grade 2

Passage-Related Reading Items for Literary Text: "Ant's Journey"

Ant's Journey by Raven Howell from SPIDER magazine, July 2004, Vol. 11, No. 7.

 

Items: 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13

Return to Grade 2 Reading GLEs | View Supplemental Information

 

Passage-Related Reading Items for Literary Text: "Ant's Journey"
Sample Reading Items for End of Grade 2
Information about the Items
1. Which word rhymes with clover?

A. mover
B. move
C. over
D. love

Key: C

R-2-1.1 (open syllable, word patterns)

Item Type: MC - related to passage

Alignment to GLE R-2-1.1: Applies word identification and decoding strategies by… Identifying regularly spelled multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns

Depth of Knowledge: Level 1 - Read multi-syllabic words

2. Read these lines from the poem.

A little breeze,
A leafy stalk
I sway, I climb

The word sway means to
A. become quiet.
B. move back and forth.
C. work very hard.
D. move happily.

Key: B

R-2-2.1 (use context)

Item Type: MC - related to passage

Alignment to GLE R-2-2.1: Students identify the meaning of unfamiliar vocabulary by…Using strategies to unlock meaning (e.g., knowledge of word structure or context clues)

Depth of Knowledge: Level 2 - Use context cues to identify the meaning of unfamiliar words

3. Read these lines from the poem.

Scurry now,
No time to waste,
Hurry up,
I'm making haste

What does the word scurry mean?
A. rush
B. walk slowly
C. skip
D. climb up

Key: A

R-2-2.1 (use context)
Item Type: MC - related to passage

Alignment to GLE R-2-2.1: Students identify the meaning of unfamiliar vocabulary by… Using strategies to unlock meaning (e.g., knowledge of word structure or context clues)

Depth of Knowledge: Level 2 - Use context cues to identify the meaning of unfamiliar words

4. Read this line from the poem.

No time to stroll,

Choose the word that means the OPPOSITE of stroll.
A. run
B. think
C. walk
D. climb

Key: A

R-2-3.1 (antonym)

Item Type: MC - related to passage

Alignment to GLE R-2-3.1 Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by… Identifying synonyms or antonyms

Depth of Knowledge: Level 1 - Use word relationships (synonym/antonym) to determine meaning of words
5. Which word BEST names the group of words in the box?

climb
scramble
scurry
slip

A. games
B. tools
C. actions
D. plans

Key: C

R-2-3.1 (categories)

Item Type: MC - related to passage

Alignment to GLE R-2-3.1: Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by … categorizing words

Depth of Knowledge: Level 2 - Recognizing appropriate generalizations about text

6. Action words show what the ant in the poem did. In the chart, write FOUR action words that show what the ant did.

Action words (verbs) from the poem that show what the ant did:
Example: scurry

1. ____________________________

2. ____________________________

3. ____________________________

4. ____________________________

 

KEY: Scoring Guide

R-2-3.1 (categories)

Item Type: CR - related to passage

Alignment to GLE R-2-3.1: Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by … categorizing words

Depth of Knowledge: Level 2 - Recognizing appropriate generalizations about text

7. The ant is in a hurry. Which words from the poem tell you this?

Write words from the poem that tell you the ant is in a hurry.
Example: hurry up

1.

 

2.

 

 

 R-2-3.2 (select words to show meaning of text)
KEY: Scoring Guide

Item Type: CR - related to passage

Alignment to GLE R-2-3.2: Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by … Selecting appropriate words to use in context, including words specific to the content of the text

Depth of Knowledge: Level 1 - Locate or recall facts or details explicitly presented in text
8. What is the ant doing in the poem?

A. walking away from another ant
B. climbing up a plant
C. looking for clovers to eat
D. slipping on a plant

Key: B

R-2-4.1 (describe character and actions)

Item Type: MC - related to passage

Alignment to GLE R-2-4.1: Demonstrate initial understanding of elements of literary texts by… Identifying or describing character(s), problem, solution, or major events, as appropriate to text

Depth of Knowledge: Level 1 - Identify or describe characters, setting, sequence of events
9. Which word BEST describes the ant in the poem?

A. sad
B. busy
C. joyful
D. surprised

Key: B

R-2-4.1 (describe character, basic inference)

Item Type: MC - related to passage

Alignment to GLE R-2-4.1: Demonstrate initial understanding of elements of literary texts by… Identifying or describing character(s), problem, solution, or major events, as appropriate to text

Depth of Knowledge: Level 2 - Make basic inferences or draw basic conclusions about information presented in text
10. What might the ant do NEXT?

A. take a stroll
B. climb down the stalk
C. slip on the plant
D. eat a melted popsicle

Key: D

R-2-5.1 (make logical prediction)

Item Type: MC - related to passage

Alignment to GLE R-2-5.1: Analyze and interpret elements of literary texts, citing evidence where appropriate by… Making logical predictions

Depth of Knowledge: Level 2 - Predict a logical outcome based on information in a reading selection
11. What might the ant do NEXT? Use details from the poem to support your answer.


KEY: Score Guide

R-2-5.1 (make logical prediction)

Item Type: CR - related to passage

Alignment to GLE R-2-5.1: Analyze and interpret elements of literary texts, citing evidence where appropriate by… Making logical predictions

Depth of Knowledge: Level 2 - Predict a logical outcome based on information in a reading selection
12. The ant in the poem wants to

A. stop walking.
B. have something to eat.
C. explore the plant.
D. get ahead of the other ants.

Key: B

R-2-5.3 (inference about problem)

Item Type: MC - related to passage

Alignment to GLE R-2-5.3: Analyze and interpret elements of literary texts, citing evidence where appropriate by… Making basic inferences about problem or solution

Depth of Knowledge: Level 2 - Make basic inferences or draw basic conclusions about information presented in text
13. Why do you think the ant is in a hurry? Use details from the poem to support your answer.

KEY: Score Guide

R-2-5.3 (inference about problem)

Item Type: CR - related to passage

Alignment to GLE R-2-5.3: Analyze and interpret elements of literary texts, citing evidence where appropriate by… Making basic inferences about problem or solution

Depth of Knowledge: Level 2 - Make basic inferences or draw basic conclusions about information presented in text

 

Supplemental Information about Text Passages Used for End of Grade 2
Title of Passage
Text Type
Text Descriptors
Ant's Journey," by Raven Howell
Literary
Poetry
  • Includes familiar character (ant) and setting (garden)
  • Varied vocabulary, but generally familiar; some literary devices (e.g., repetition, rhyme, imagery/descriptive language)
  • Use of (ant's) voice - told in first person
  • Relatively straightforward text structure
  • Story elements (plot, setting, characterization) provide support for both literal and interpretive meanings
  • Illustrations support understanding of content
  • Punctuation used - comma, period

Items: 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13

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© January 2005. Produced in partnership with New Hampshire, Rhode Island, and Vermont Departments of Education, Education Development Center, and the Center for Assessment. Permission to photocopy is granted for use in individual classrooms and professional development settings.