READING COMPREHENSION PASSAGES

FLUENCY
PASSAGES
2nd Grade Bundle
FREE SAMPLE

SECOND STORY WINDOW

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 NAME READING
FLUENCY DRA 8

E5 LEXILE 280

Good Morning, Good Night LEVEL E - SET 2

It is a busy morning at the pond. 8

Duck calls to all her friends, 14

“Quack, quack! Good morning!” 18

In the tree, Owl opens one sleepy eye. 26

“Shhhh!” says Owl. “You are too noisy. 33

I am trying to sleep.” 38

“It is a beautiful day!” Duck tells him. 46

“You will miss it if you stay asleep.” 54

But Owl is already snoring. 59

It is night at the pond. “Whoo!” says 67

Owl. “Shhhh!” says Duck. “You are 73

too noisy. I am trying to sleep.” 80

DAILY RECORD DAY 1 DAY 2 DAY 3 DAY 4

total words read in 1 minute

number of mistakes (subtract from total)

= total words read correctly in 1 minute (WCPM)

adult initials
© Second Story Window
Have your child read the Time your student reading If your child is stuck on a Record total words read.
Repeat the steps on other
ENTIRE text and aloud for exactly 1 minute. word for 2 seconds, say Then subtract the number
days. Return
answer the questions for Do not help fix mistakes. the word and count it as a of errors. Now help fix any
the page to school.
today. mistake. mistakes..

: read to notice your first : read to find important

day  impression. day  details.
Your first impression is the first thing you Read the text. Quotation marks tell the
notice about the text. Read the text. Circle a reader a character is talking. Underline the two
few important words that jump out at you. sentences that say, “I am trying to sleep!”
What is the first thing you notice Draw a sun or moon to show the
about this story? time of day each character said
the sentence.

: read to find why Duck : read to find connections

day  thinks Owl should wake up. day  to your life.
Read the text. Find the sentence that tells Read the text. Find the sentence that tells
why Duck thinks Owl should be awake in the what Owl does up in the tree when Duck first
morning. Color the sentence . wakes him. Color the sentence .

Should Owl wake up? How do you act when someone

wakes you?
Yes, Owl No, Owl
should wake. should sleep.

I think this because

© Second Story Window E5 Good Morning, Good Night!

 Have your child read the Time your student reading If your child is stuck on a Record total words read.
Repeat the steps on other
ENTIRE text and aloud for exactly 1 minute. word for 2 seconds, say Then subtract the number
days. Return
answer the questions for Do not help fix mistakes. the word and count it as a of errors. Now help fix any
the page to school.
today. mistake. mistakes..

: read to notice your first : read to find important

day  impression. day  details.
Your first impression is the first thing you Read the text. Quotation marks tell the
notice about the text. Read the text. Circle a reader a character is talking. Underline the two
few important words that jump out at you. sentences that say, “I am trying to sleep!”
What is the first thing you notice Draw a sun or moon to show the
about this story? time of day each character said
It is a busy morning at the pond. the sentence.

The story is about cats and dogs.

Duck is all alone.

Owl is very excited.

: read to find why Duck : read to find connections

day  thinks Owl should wake up. day  to your life.
Read the text. Find the sentence that tells Read the text. Find the sentence that tells
why Duck thinks Owl should be awake in the what Owl does up in the tree when Duck first
morning. Color the sentence . wakes him. Color the sentence .

Should Owl wake up? How do you act when someone

wakes you?
Yes, Owl No, Owl
should wake. should sleep.

I think this because

© Second Story Window E5 Good Morning, Good Night!

 NAME READING
FLUENCY DRA 16

I6 LEXILE 480

Fair Weathering LEVEL I - SET 2

Pretend you le a cake outside. What would 8

happen to it? Well, your cake would probably 16

dry out. Maybe pieces would break off. If it 25

rained, the cake would get soggy. Aer a few 34

days, you might be le with a pile of crumbs. 44

That cake is a bit like a rock. Rocks are out in 56

the wind and rain and freezing cold. All this 65

weather changes the rocks. Pieces break off. 72

Those pieces wear down into smaller pieces. 79

When weather wears down rocks, we call it weathering. 88

Delicate Arch Rain and wind smooth a giant boulder. When 96

winter comes, ice splits open a crack. Lile by 105

Weathering lile, that boulder is broken into small rocks. 113

sandstone made
this rock arch. Those rocks are weathered until they become 120

sand. Because of weathering, the earth is always changing. 129

DAILY RECORD DAY 1 DAY 2 DAY 3 DAY 4

total words read in 1 minute

number of mistakes (subtract from total)

= total words read correctly in 1 minute (WCPM)

adult initials
© Second Story Window
 A goal for our young readers is to develop the skill to read silently. Your child
may be approaching this milestone (or may have reached it already).
However, silent reading does not improve fluency. Having your child continue
to read this assignment out loud can help give the support needed to develop
reading fluency. Increased fluency helps strengthen reading comprehension
so your student can understand what he/she is reading silently.
: read to gain a general : read to find the meaning
day  understanding of the topic. day  of a word.

Read the text. Underline sentences that Read the text. Find the sentence that
give the reader details about weathering. explains what weathering is.
Color the sentence .
What is this passage about? What is weathering?

: read to learn more : read to be able to teach

day  information from the captions.
A caption is a few words that tell more
about a picture. Read the text. Circle the
caption in the illustration.
What information about
weathering does the caption give?
day  someone else.
Read the text. Pay aention to the way
rocks change over time.
Imagine you saw a rock arch. What could
you say to a lile brother or sister to
explain how it was made?

© Second Story Window I6 Fair Weathering

 A goal for our young readers is to develop the skill to read silently. Your child
may be approaching this milestone (or may have reached it already).
However, silent reading does not improve fluency. Having your child continue
to read this assignment out loud can help give the support needed to develop
reading fluency. Increased fluency helps strengthen reading comprehension
so your student can understand what he/she is reading silently.
: read to gain a general : read to find the meaning
day  understanding of the topic. day  of a word.

Read the text. Underline sentences that Read the text. Find the sentence that
give the reader details about weathering. explains what weathering is.
Color the sentence .
What is this passage about? What is weathering?
The passage is about weather wearing Weathering is puing on a rain coat
down rocks. when it might rain.

The passage is about Delicate Arch. Weathering is staying inside on bad

weather days.
The passage is about collecting rocks.
Weathering is wind, rain, sun, and
The passage is about painting rocks. cold wearing down rocks.

: read to learn more : read to be able to teach

day  information from the captions.
A caption is a few words that tell more
about a picture. Read the text. Circle the
caption in the illustration.
What information about
weathering does the caption give?
Weathering is what makes a soggy
cake.
day  someone else.
Read the text. Pay aention to the way
rocks change over time.
Imagine you saw a rock arch. What could
you say to a lile brother or sister to
explain how it was made?

Weathering sandstone made the rock

arch called Delicate Arch.

Weathering only happens when it’s

warm and sunny.
© Second Story Window I6 Fair Weathering
 NAME READING
FLUENCY DRA 28

M4 LEXILE 590

Tom Sawyer’s Fence

ADAPTED FROM A STORY BY MARK TWAIN
LEVEL M - SET 1

Tom looked at the fence and all gladness le him. 10

Whitewashing it would take his whole day. He 18

sighed and brushed paint along the first board. 26

Soon, Ben stopped to tease. “I’m going fishing, 34

but you’d rather work.” Tom burned like fire, but 43

he didn’t show it. Instead he said, “What do you call work?” Ben 56

couldn’t believe what he heard! Tom’s brush swept back and forth 67

and Ben grew very interested. He said, “Say, Tom, let me whitewash 79

a lile.” Tom kept working and told him no. Ben pleaded, “Let 91

me try! I’ll give you this apple.” Tom made his face look sad, but 105

excitement filled his heart. Slowly, he handed over the brush. So 116

Ben sweated in the sun and Tom munched his apple in the shade. 129

Other boys stopped by and when Ben tired, Tom traded the next 141

chance to Billy for a kite--and so on. By aernoon, Tom had ten 155

marbles, a bit of chalk, a piece of blue glass, a doorknob, and 168

a couple tadpoles. If he hadn’t run out of whitewash, he’d have 180

charged every boy in the village for a chance to paint his fence! 193

DAILY RECORD DAY 1 DAY 2 DAY 3 DAY 4

total words read in 1 minute

number of mistakes (subtract from total)

= total words read correctly in 1 minute (WCPM)

adult initials
© Second Story Window
 The reading passages at this level are getting much longer, but don’t panic if
your child isn’t reading the entire thing in one minute. For the end of second
grade, our reading goal is 90 words correct per minute (WCPM). By the end
of third, our goal is for students to read 110 WCPM and for fourth we bump it
to 118 WCPM. The words-per-minute goal doesn’t increase very much each
year because the texts are getting more difficult and are slower to read.
: read to understand the : read to understand
day  order of events. day  figurative language.

Read the text. Number the events in the
story. Write a  next to the first event, a  next
to the second event, and so on.
What happens in this story?
Read the text. Underline the sentence
that tells how Tom felt aer Ben stopped to
tease him.
What words does the author use to
describe Tom’s feeling when
he’s teased by Ben?

Based on these words, how do you

think Tom fells about being teased?

: read to find how and why
day  a character’s feelings change.
Read the text. Find sentences that tell
how Tom felt in the beginning of the story.
Color the sentences . doing.
Find sentences that tell how Tom’s feelings
change. Color the sentences
What caused Tom’s
feelings to change?
feelings at
the beginning
: read to form an opinion.
day 
Read the text. Pay aention to what Tom
enjoys doing and what the other boys enjoy
Mark Twain wrote that work is whatever
. you have to do and play is whatever you
don’t have to do. Is he right?
Explain why you agree or disagree.

feelings at
the end

© Second Story Window M4 Tom Sawyer’s Fence

 The reading passages at this level are getting much longer, but don’t panic if
your child isn’t reading the entire thing in one minute. For the end of second
grade, our reading goal is 90 words correct per minute (WCPM). By the end
of third, our goal is for students to read 110 WCPM and for fourth we bump it
to 118 WCPM. The words-per-minute goal doesn’t increase very much each
year because the texts are getting more difficult and are slower to read.
: read to understand the : read to understand
day  order of events. day  figurative language.

Read the text. Number the events in the Read the text. Underline the sentence
story. Write a  next to the first event, a  next that tells how Tom felt aer Ben stopped to
to the second event, and so on. tease him.
What happens in this story? What words does the author use to
Tom doesn’t like painting the fence, so describe Tom’s feeling when
he tricks his friends into believing that he’s teased by Ben?
it is a fun job. Tom burned up the fence.
Tom’s friends get mad at him for Tom burned like fire.
making them paint the fence.
Tom cried and threw the paintbrush.
Ben gave his pocket knife to Tom for
a chance to paint the fence. Tom laughed and laughed.

: read to find how and why
day  a character’s feelings change.
Read the text. Find sentences that tell
how Tom felt in the beginning of the story.
Color the sentences . doing.
Find sentences that tell how Tom’s feelings
change. Color the sentences
What caused Tom’s
feelings to change?
feelings at
the beginning
: read to form an opinion.
day 
Read the text. Pay aention to what Tom
enjoys doing and what the other boys enjoy
Mark Twain wrote that work is whatever
. you have to do and play is whatever you
don’t have to do. Is he right?
Explain why you agree or disagree.

feelings at
the end

© Second Story Window M4 Tom Sawyer’s Fence