Studies in Meaning home

Academic Evaluation

Level 2 (grades 2 - 3)

This site offers three selected levels of evaluations (There are seven levels in all) that spotlight pupils' academic strengths and weaknesses, and determine at what studybook level they study.

A parent, tutor, or teacher, can easily administer the appropriate evaluation as the instructions clearly explain the details. Answer keys are included.

These selected evaluations cover the following approximate grade levels: Level 2: grades 2,3,4 Level 3: grades 4, 5 Level 4: grades 6 - 9

Besides, for the appropriate grade levels, these three evaluations can also be used for the following purposes:

1) Elementary and intermediate ESL students from the 5th grade through 12th grade, including

adults.

2) Remediation students in middle school and high school.

The following evaluations are also available by mail upon request: Beginning Reading & English

Elementary Reading & English Level 1 (1st grade) Level 5 (10th - 12th grade)

If there are questions or comments, please feel free to contact me at my e-mail address.

Studies in Meaning

ACADEMIC EVALUATION

Level 2 [Approximate Grades 2 through 3]

NOTE: EVALUATOR, (1) DO NOT ASSIST STUDENTS IN ANSWERING THE EXERCISES IN EITHER SECTION OF THIS EVALUATION. (2) EXPLAIN TO PARENTS AND STUDENTS THAT THIS EVALUATION IS NOT A MEASURE OF THEIR INTELLIGENCE, BUT A MEASURE OF WHAT THEY HAVE LEARNED, HOW WELL THEY HAVE LEARNED, AND

THEIR CRITICAL THINKING ABILITY (3) BE SURE STUDENTS UNDERSTAND THE DIRECTIONS FOR EACH SECTION. IF STUDENTS' OVERALL SCORES ARE BELOW LEVEL, HAVE THEM BEGIN AT LEVEL 1, OR BEGINNING READING 3 OF THE STUDYBOOKS, DEPENDING UPON HOW FAR BELOW LEVEL. IF THEIR OVERALL SCORE IS ON LEVEL, HAVE THEM BEGIN AT LEVEL 2 OF THE STUDYBOOKS.

PART ONE

I. GRAMMAR

EVALUATOR:

(1) Be sure students know the meaning of "name," "does," "describes," "subject," "tells something about," so that they can approach the exercises correctly.

(2) Check students' performance as either:

__ below level (4 or more errors) __ on level (2 or 3 errors)

__ above level (less than 2 errors)

STUDENT: Read the sentence below, then answer the related exercises below it.

My older brother drives his car very fast.

a) Write the word that is the name of a person.

____________________________________________________

b) Write the word that tells what the brother does--(an action word)

____________________________________________________

c) Write the word that tells whose brother it is.

___________________________________

d) Write the word that describes (or tells something about) the brother.

___________________________________

e) Write all the words that tell who is being talked about in the sentence.

_____________________________________________________

f) Write all the words that tell something about "my older brother."

_____________________________________________________

II. VOCABULARY

EVALUATOR:

(1) Note that students have to choose carefully between words of closely related meanings

(2) Check students' performance as either:

___ below level (6 or more errors) ___ on level (3 to 5 errors) ___ above level (2 or less errors)

STUDENT:

Mark a check in the blank before the word or phrase that is closest in meaning to the word in capital letters.

1. COMPLETE	__ perfect	__ do	__ work	__ finish
2. ABLE	__ could	__ can	__ should	__ might
3. AGREE	__ think	__ like	__ think alike	__ know
4. RUSH	__ a race	__ move	__ hurry	__ run
5. CAUSE	__ do	__ make	__ happen	__ make happen
6. APPEAR	__ show	__ see	__ be seen	__ disappear
7. ALWAYS	__ mostly	__ time	__ every time	__ forever
8. GATHER	__ put away	__ collect	__ pile up	__ together
9. EAGER	__ need	__ wish	__ like	__ excited
10. BRIGHT	__ sun	__ sunny	__ a light	__ flash
11. DROWSY	__ resting	__ dizzy	__ sleeping	__ sleepy
12. ARGUE	__ hit	__ fight	__ quarrel	__ complain
13. ADULT	__ parents	__ grown-up	__ old	__ fully-grown
14. MANY	__ much	__ few	__ some	__ a lot
15. SOLVE	__ explanation	__ prove	__ explain	__ an answer

II. ORAL READING / VOCABULARY IN CONTEXT

EVALUATOR:

(1) Have students read aloud the passage below, and listen for rhythm, articulation, speed, and naturalness. Write your comments in the space below.

(2) For the bold lettered words, have students orally define them from their context. Write your comments below.

(3) Check students' oral reading performance as either:

__ below level ___ on level ___ above level

Evaluator's comments for oral reading

__________________________________________________________________________

Evaluator's comments for oral definitions

__________________________________________________________________________

When I swam to the shore, the sun was beginning to set. I was all alone on a deserted beach. I was growing hungry and needed a place to sleep. So I walked in inland to see if I could find any people living on the island. I hoped they would help me with food and shelter. But there were no people or houses that I could see. This was disappointing. I was tired and hungry from swimming and walking. The hot weather made me feel sleepy.

IV. STANDARD READING COMPREHENSION

EVALUATOR:

(1) If students score high on these exercises, yet not high on the critical thinking exercises in test V, then point out to parents the difference between our critical thinking exercises which test students in fine analysis and distinctions, and standard reading comprehension exercises.

(2) Check students' performance as either:

__ below level (2 or more errors) ___ on level (1 error) ___ above level (no errors)

STUDENT:

Read again the passage above (exercise III) and place a check in the blank for the correct answer for each numbered exercise.

1. This person walked inland because

(A) __ the sun was beginning to set

(B) __ he was all alone

(D) __ none of the above

2. This person found

(A) __ no one

(B) __ food and shelter

(D) __ none of the above

3. At this point of the story, this person most likely

(A) __ fell asleep

(B) __ starved

(D) __ None of the above

4. A good title for this passage is

(A) __ swimming to an island

(B) __ living on an island

(D) __ none of the above

PART TWO

V. ANALYTICAL READING

EVALUATOR:

1) For each correct answer, have students explain their choice to check understanding. If students do not understand, write n/s for "not sure" in the blank to the right of the second sentence of the pair.

(2) For each incorrect answer, if pupils understands their error, write und for "understands"; if not, write n/s for "not sure" in the blank to the right of the second sentence of the pair.

(3) Check students' performance as either:

__ below level (3 or more errors) __ on level (1 or 2 errors) __ above level (no errors)

STUDENT:

Read each pair of sentences in the following section. If the second sentence agrees with - or has the same meaning as - the first sentence, write A in the blank in front of it; if it disagrees,

write D in the blank in front of it.

1. Many people in the United States like to play tennis.

___ Many people like to play tennis.

2. The sea turtle is born on land but its life is spent in the sea.

___ The sea turtle lives in the sea.

3. People in different countries speak differently.

___ All over the world people speak different languages.

4. The starfish has as many eyes as it has arms.

___ Most starfish have 5 arms, so they have 5 eyes.

5. Tammy loves her parents.

___ You can tell from this sentence that Tammy's parents love

her.

____

VI. LOGICAL REASONING

EVALUATOR:

Check students' performance as either:

__ below level (2 or more errors) __ on level (1 error) __ above level (no errors)

STUDENT:

Read each exercise carefully, and solve it.

1. Write a check in the blank for the word that does not belong with the other words.

__ basketball __ football __ baseball __ soccer ball __ volley ball

2. If today is Tuesday, what day will it be 5 days after two days before Tuesday?

_____________________________________________

3. Write a check in the blank for the correct answer.

If Rudolph is taller than Randolph, and Randolph is much taller than Rupert, then Rupert must be:

__ SHORTER THAN __ TALLER THAN __ THE SAME HEIGHT AS Rudolph.

VI. WRITING

EVALUATOR:

(1) Check student's writing especially for spelling, punctuation, complete sentences, and sequencing.

(2) Do not read the above student instructions with student, but rather say " Read the instructions and follow them." The reason is that a number of students do not read the instructions carefully enough, and write on both topics.

(3) Check students' performance as either:

__ below level ___ on level ___ above level

STUDENT:

Choose one topic below and write a composition on it.

1. What a Friend Means to Me

_____________________________________________________________________

2. Why I Like--or Dislike--Reading

_____________________________________________________________________

ACADEMIC EVALUATION

Elementary 1

ANSWER KEY

PART ONE

I. GRAMMAR

a. brother

b. drives

c. my

d. older

e. my older brother

f. drives his car very fast

II. VOCABULARY

1. finish

2. can

3. think alike

4. hurry

5. make happen

6. be seen

7. every time

8. collect

9. excited

10. sunny

11. sleepy

12. quarrel

13. grown-up

14. a lot

15. prove

IV. STANDARD READING COMPREHENSION

1. C 2. A 3. A 4. D

Suggested title: "A Person on a Deserted Island"

PART TWO

V. ANALYTICAL READING

1. D (The second statement is an incorrect restatement. It means "many people - everywhere".)

2. A ( The second statement is a restatement. pupils might be confused by "born on land.")

3. A ( The second statement is a restatement.)

4. A ( The second statement is an inference. Be sure pupils understand the phrase " as many as.")

5. D ( The second statement is an incorrect inference. It says nothing about Tammy's parents loving her.)

VI. LOGICAL REASONING

1. football

EXPLANATION: It is not round like the other balls.

2. Friday

EXPLANATION: (1) Two days before Tuesday is Sunday. (2) Five days after Sunday is Friday.

3. Rupert is shorter than Rudolph

EXPLANATION: Let us say that Rudolph is 6 feet tall, and Randolph is 5 feet tall, and Rupert is 3 feet tall. Then, obviously, Rupert is shorter than Rudolph .

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