Answer Key - Miami-Dade County Public Schoolscurriculum_materials.dadeschools.net/Pacing_Guides/...Grade 2 Weekly Assessment • Answer Key Name: Question Correct Answer Content Focus

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Answer Key Name:

Question Correct Answer Content Focus LAFS Complexity

1 C Key Details LAFS.2.RL.1.1 Level 2

2 B Inflectional Endings -s, -ed LAFS.1.L.3.4.c Level 2

3 B, C Key Details LAFS.2.RL.1.1 Level 2

4 see below Inflectional Endings -s, -ed LAFS.1.L.3.4.c Level 2

5 D Key Details LAFS.2.RL.1.1 Level 2


7 A Inflectional Endings -s, -ed LAFS.1.L.3.4.c Level 2


9 B, E Inflectional Endings -s, -ed LAFS.1.L.3.4.c Level 2

10A C Key Details LAFS.2.RL.1.1 Level 2

10B D Key Details/Text Evidence LAFS.2.RL.1.1 Level 2

11 see below Writing About Text LAFS.2.W.3.8 Level 3

Comprehension 1, 3, 5, 6, 8, 10A, 10B /12 %

Vocabulary 2, 4, 7, 9 /8 %

Total Weekly Assessment Score /20 %

4 Students should circle the following words:• knocked• nailed• looked

11 To receive full credit for the response, the following information should be included: In “A Bit of Help for the Birds,” friends share things to help make nests for birds. They help fill the basket. In “The Birthday Cake,” friends help make a new birthday cake when the first one falls and smashes. They work on the cake instead of playing party games so their friend will have a birthday cake.

12 Grade 2 Weekly Assessment • Unit 1, Week 1

Answer Key Name:


1 see below Character, Setting, Events LAFS.2.RL.1.3 Level 2

2 C Root Words LAFS.2.L.3.4.c Level 2

3A C Character, Setting, Events LAFS.2.RL.1.3 Level 2

3B B Character, Setting, Events/Text Evidence

LAFS.2.RL.1.3/LAFS.2.RL.1.1 Level 2

4 A Root Words LAFS.2.L.3.4.c Level 2

5A B Character, Setting, Events LAFS.2.RL.1.3 Level 2

5B B, E Character, Setting, Events/Text Evidence


6A C Character, Setting, Events LAFS.2.RL.1.3 Level 2




8 C Character, Setting, Events LAFS.2.RL.1.3 Level 2

9 C, E Root Words LAFS.2.L.3.4.c Level 2

10A A Character, Setting, Events LAFS.2.RL.1.3 Level 2

10B D Character, Setting, Events/Text Evidence



Comprehension 1, 3A, 3B, 5A, 5B, 6A, 6B, 8, 10A, 10B /12 %

Vocabulary 2, 4, 7, 9 /8 %


1 Students should write the following in the chart:• Pete’s room• in the yard

11 To receive full credit for the response, the following information should be included: At first, Pete was unsure about having Luis visit. He did not think they would have much in common. But he felt much better when he found out that he and Luis both like to play soccer. They were not so different after all.


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Answer Key Name:


1A D Character, Setting, Events LAFS.2.RL.1.3 Level 3


LAFS.2.RL.1.3/ LAFS.2.RL.1.1 Level 3

2 D Context Clues: Sentence Clues LAFS.2.L.3.4.a Level 3

3 B Character, Setting, Events LAFS.2.RL.1.3 Level 3

4 see below Context Clues: Sentence Clues LAFS.2.L.3.4.a Level 3



7 A Character, Setting, Events LAFS.2.RL.1.3 Level 3

8 A Context Clues: Sentence Clues LAFS.2.L.3.4.a Level 3

9 B Context Clues: Sentence Clues LAFS.2.L.3.4.a Level 3

10A A Character, Setting, Events LAFS.2.RL.1.3 Level 3

10B D Character, Setting, Events/Text Evidence

LAFS.2.RL.1.3/ LAFS.2.RL.1.1 Level 3


Comprehension 1A, 1B, 3, 5, 6, 7, 10A, 10B /12 %

Vocabulary 2, 4, 8, 9 /8 %


4 Students should circle the following words:• he did not want to hurt the dog

11 To receive full credit for the response, the following information should be included: Seth wants to pet Gus. Seth gives Gus a gentle hug so he does not hurt the dog. He wishes Gus were his pet. Paula holds the guinea pig carefully and quietly so she does not startle it. She wishes she could have a guinea pig for a pet and that her class could have a pet every day.

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Answer Key Name: C

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1 B Root Words LAFS.2.L.3.4.c Level 2

2 A, C Key Details LAFS.2.RI.1.1 Level 2

3 see below Key Details LAFS.2.RI.1.1 Level 2


5 A Key Details LAFS.2.RI.1.1 Level 2

6 C Key Details LAFS.2.RI.1.1 Level 2

7 D Root Words LAFS.2.L.3.4.c Level 2

8 A, C Key Details LAFS.2.RI.1.1 Level 2


10A D Key Details LAFS.2.RI.1.1 Level 2

10B C Key Details/Text Evidence LAFS.2.RI.1.1 Level 2


Comprehension 2, 3, 5, 6, 8, 10A, 10B /12 %

Vocabulary 1, 4, 7, 9 /8 %


3 Students should complete the chart with the following words:• birds• hamsters

11 To receive full credit for the response, the following information should be included: A fish is a good pet because it is fun to watch and easy to care for. It can stay in one place and does not take up too much space. Put your fish in a tank with clean water. Do not feed your fish too much food. Clean the tank and replace some water weekly.

Answer Key Name:


1 D Key Details LAFS.2.RI.1.1 Level 2

2 A, C Inflectional Endings -s, -ed, -es, -ing LAFS.1.L.3.4.c Level 2

3 D Inflectional Endings -s, -ed, -es, -ing LAFS.1.L.3.4.c Level 2

4 C, E Key Details LAFS.2.RI.1.1 Level 2

5A B Key Details LAFS.2.RI.1.1 Level 2

5B C Key Details/Text Evidence LAFS.2.RI.1.1 Level 2

6 A Key Details LAFS.2.RI.1.1 Level 2

7 B Inflectional Endings -s, -ed, -es, -ing LAFS.1.L.3.4.c Level 2

8 C, E Key Details LAFS.2.RI.1.1 Level 2

9 C Key Details LAFS.2.RI.1.1 Level 2

10 see below Inflectional Endings -s, -ed, -es, -ing LAFS.1.L.3.4.c Level 2


Comprehension 1, 4, 5A, 5B, 6, 8, 9 /12 %

Vocabulary 2, 3, 7, 10 /8 %


10 Students should draw lines to the following words:• finished• learned• helped

11 To receive full credit for the response, the following information should be included: “Chores!” explains that doing chores with family helps you learn how to do things around the house. You can spend time with your family doing chores together. You can help each other, work together, and have fun. In “Family Farm,” Emily does chores to help her family and to learn how to run the farm. She also gets to spend time with her family while she does the chores.


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Answer Key Name:


1 B Prefixes: dis– LAFS.2.L.3.4.b Level 2

2A B Character, Setting, Plot LAFS.2.RL.1.3 Level 2

2B C Character, Setting, Plot/Text Evidence LAFS.2.RL.1.3/LAFS.2.RL.1.1 Level 2

3 A, D Prefixes: dis– LAFS.2.L.3.4.b Level 2

4 D Character, Setting, Plot LAFS.2.RL.1.3 Level 2

5 see below Character, Setting, Plot LAFS.2.RL.1.3 Level 2

6 B Prefixes: dis– LAFS.2.L.3.4.b Level 2

7 A, D Key Details LAFS.2.RL.1.1 Level 2


9 A Prefixes: dis– LAFS.2.L.3.4.b Level 2

10A A Character, Setting, Plot LAFS.2.RL.2.5 Level 2

10B D Character, Setting, Plot/Text Evidence LAFS.2.RL.2.5/LAFS.2.RL.1.1 Level 2



Vocabulary 1, 3, 6, 9 /8 %


5 Students should make the following matches:• Beginning: Bart gets lost in the forest.• Middle: Bart finds a boy who might help him.• End: Tom comes to get Bart.

8 Students should complete the chart with the following sentences:• Horses: Ann gives hay.• Cows: Ann collects milk.• Hens: Ann gathers eggs.

11 To receive full credit for the response, the following information should be included: At the end of “Lost in the Forest,” Tom comes to get Bart and take him home. At the end of “On the Farm,” all the farm work is done. In both stories, it is the end of the day and the characters are tired. In “Lost in the Forest,” Bart is tired from his exciting day. In “On the Farm,” Ann is tired from working hard.

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Answer Key Name:


1A A Character, Setting, Plot: Problem and Solution LAFS.2.RL.2.5 Level 2

1B D Character, Setting, Plot: Problem and Solution/Text Evidence


2 C Suffixes: -ful, -ly LAFS.1.L.3.4.b Level 2

3 see below Character, Setting, Plot: Problem and Solution LAFS.2.RL.2.5 Level 2

4A A Suffixes: -ful, -ly LAFS.1.L.3.4.b Level 2

4B C Suffixes: -ful, -ly/Text Evidence LAFS.1.L.3.4.b/LAFS.2.RL.1.1 Level 2

5 B, E Character, Setting, Plot: Problem and Solution LAFS.2.RL.2.5 Level 2


7 B Suffixes: -ful, -ly LAFS.1.L.3.4.b Level 2

8A D Character, Setting, Plot: Problem and Solution LAFS.2.RL.2.5 Level 2

8B C Character, Setting, Plot: Problem and Solution LAFS.2.RL.2.5 Level 2


10 A, C Character, Setting, Plot: Problem and Solution LAFS.2.RL.2.5 Level 2


Comprehension 1A, 1B, 3, 5, 6, 8A, 8B, 10 /12 %

Vocabulary 2, 4A, 4B, 7, 9 /8 %


3 Students should circle the following paragraph:• So Ostrich went to the great god of animals. He said, “Please help me. The hippos and

giraffes are large. The elephants are large. Why is it that I am so small?”

6 Students should complete the chart with the following words:• Beginning: sad• Middle: happy• End: afraid

11 To receive full credit for the response, the following information should be included: The stories are alike because they both tell about a bird who wants something he does not have. When he gets it, he finds out that it is not necessarily better. Ostrich and Peacock both learn that they are easier to see with their changed bodies. The stories are different because the bird is an ostrich in one story and a peacock in the other. They live in different places and want different things.

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Answer Key Name:


1A D Main Topic and Key Details LAFS.2.RI.1.2 Level 2

1B C Main Topic and Key Details/Text Evidence

LAFS.2.RI.1.2/LAFS.2.RI.1.1 Level 2

2 D Suffixes: -ful, -ly LAFS.1.L.3.4.b Level 2

3 B, E Key Details LAFS.2.RI.1.1 Level 2


5 see below Main Topic and Key Details LAFS.2.RI.1.1 Level 2

6A C Main Topic and Key Details LAFS.2.RI.1.2 Level 2

6B B Main Topic and Key Details/Text Evidence



8 A, C Main Topic and Key Details LAFS.2.RI.1.1 Level 2

9A D Suffixes: -ful, -ly LAFS.1.L.3.4.b Level 2

9B C Suffixes: -ful, -ly LAFS.1.L.3.4.b Level 2



Comprehension 1A, 1B, 3, 5, 6A, 6B, 8, 10 /12 %

Vocabulary 2, 4, 7, 9A, 9B /8 %


5 Students should complete the chart with the following animals:• Top: whales, sea otters• Middle: jellyfish, sea stars• Bottom: eels, lobsters

10 Students should circle the following paragraph:• Fourth, animals need homes for their babies. They need a safe place to build nests. They

need a safe place to lay eggs. Birds make their nests in trees and bushes. Rabbits nest in tall grass. Other animals hide their nests under leaves and fallen branches. You can build or buy homes for backyard animals. These could be birdhouses or bat houses.

11 To receive full credit for the response, the following information should be included: A good habitat for animals includes food, water, a place to hide, and a place to have babies. A kelp forest is a good habitat because it has all these things. Animals use all parts of the kelp forest. A backyard can be a good habitat if it has these things, too. People can put out food and water. They can grow plants and make homes for wildlife to hide and have babies.

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Answer Key Name:


1 D Multiple-Meaning Words LAFS.2.L.3.4.a Level 2

2A A Main Topic and Key Details LAFS.2.RI.1.2 Level 2

2B D Main Topic and Key Details/Text Evidence



4 C, E Main Topic and Key Details LAFS.2.RI.1.1 Level 2

5A B Multiple-Meaning Words LAFS.2.L.3.4.a Level 2

5B D Multiple-Meaning Words LAFS.2.L.3.4.a Level 2


7A D Multiple-Meaning Words LAFS.2.L.3.4.a Level 2

7B B Multiple-Meaning Words LAFS.2.L.3.4.a Level 2

8 A, D Main Topic and Key Details LAFS.2.RI.1.1 Level 2

9 B Multiple-Meaning Words LAFS.2.L.3.4.a Level 2


10B C Main Topic and Key Details LAFS.2.RI.1.1 Level 2



Vocabulary 1, 5A, 5B, 7A, 7B, 9 /8 %


3 Students should underline the following sentence:• Somehow, she finds the beach where she was born.

6 Students should complete the chart with the following sentences:• Main Topic: Ducklings need their moms and their instincts.• Details: Ducklings know how to feed themselves. Their mother stays nearby while they rest.

11 To receive full credit for the response, the following information should be included: Both baby turtles and ducklings can break out of their eggs, walk, and swim without being taught.

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2 see below Character, Setting, Events LAFS.2.RL.1.3 Level 2

3 A Multiple-Meaning Words LAFS.2.L.3.4.a Level 2

4 B, D Key Details LAFS.2.RL.1.1 Level 2

5A A Key Details LAFS.2.RL.1.1 Level 2

5B D Key Details/Text Evidence LAFS.2.RL.1.1 Level 2

6 see below Key Details LAFS.2.RL.1.1 Level 2


8A C Key Details LAFS.2.RL.1.1 Level 2

8B C Key Details/Text Evidence LAFS.2.RL.1.1 Level 2

9 D, E Key Details LAFS.2.RL.1.1 Level 2

10A A Multiple-Meaning Words LAFS.2.L.3.4.a Level 2

10B B Multiple-Meaning Words LAFS.2.L.3.4.a Level 2


Comprehension 2, 4, 5A, 5B, 6, 8A, 8B, 9 /12 %

Vocabulary 1, 3, 7, 10A, 10B /8 %


2 Students should put the story events in the following order:• 1 - Max helps to clean up after dinner.• 2 - Grandma puts the food scraps outside.• 3 - Max watches the animals.

6 Students should underline the following sentences in the paragraph:• A man had been hiking in the area.• The snow had covered the hiker, and now he was trapped.

11 To receive full credit for the response, the following information should be included: Animals can make people’s lives better because people can enjoy feeding them, watching them, and listening to them. Animals can also make people’s lives better because they help people be safe. Animals can find people who are lost.

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Answer Key Name:


1A C Author’s Purpose LAFS.2.RI.3.8 Level 3

1B B Author’s Purpose/Text Evidence LAFS.2.RI.3.8/ LAFS.2.RI.1.1 Level 3

2 A Similes LAFS.2.L.3.6 Level 1


4 D Similes LAFS.2.L.3.6 Level 1

5 B, C Author’s Purpose LAFS.2.RI.2.6 Level 2

6 see below Author’s Purpose LAFS.2.RI.2.6 Level 2

7 B Similes LAFS.2.L.3.6 Level 1

8A A Author’s Purpose LAFS.2.RI.2.6 Level 2

8B D Author’s Purpose/Text Evidence LAFS.2.RI.2.6/ LAFS.2.RI.1.1 Level 2

9 A Similes LAFS.2.L.3.6 Level 1

10 C, D Author’s Purpose LAFS.2.RI.3.8 Level 3



Vocabulary 2, 4, 7, 9 /8 %


3 Students should underline the following sentence:• You cannot see the wind, but you can see what it does.

6 Students should write “To give information” in the chart.

11 To receive full credit for the response, the following information should be included: The purpose of both articles is to give information. The author of “The Wind” informs the reader about ways the wind affects us. The author of “Flowing Rivers” tells about how rivers affect earth and people.

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1 B Compound Words LAFS.2.L.3.4.d Level 2

2 see below Plot: Sequence LAFS.2.RL.2.5 Level 2

3 B, D Compound Words LAFS.2.L.3.4.d Level 2

4 C Plot: Sequence LAFS.2.RL.2.5 Level 2

5A D Plot: Sequence LAFS.2.RL.2.5 Level 2

5B C Plot: Sequence/Text Evidence LAFS.2.RL.2.5/LAFS.2.RL.1.1 Level 2

6 B Compound Words LAFS.2.L.3.4.d Level 2

7 D Plot: Problem and Solution LAFS.2.RL.2.5 Level 2

8 see below Compound Words LAFS.2.L.3.4.d Level 2

9 A, D Plot: Sequence LAFS.2.RL.2.5 Level 2

10A C Plot: Sequence LAFS.2.RL.2.5 Level 2

10B D Plot: Sequence/Text Evidence LAFS.2.RL.2.5/LAFS.2.RL.1.1 Level 2


Comprehension 2, 4, 5A, 5B, 7, 9, 10A, 10B /12 %

Vocabulary 1, 3, 6, 8 /8 %


2 Students should complete the chart as follows:• Beginning—Max and Eddie make a plan.• Middle—Max and Eddie watch the sky.• End—Max and Eddie see rain fall.

8 Students should underline the following words:• sunsets• everywhere

11 To receive full credit for the response, the following information should be included: At the beginning of “Max and Eddie Watch Clouds,” Max and Eddie wonder why clouds do not fall. The passage is about how they learn about clouds.

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Answer Key Name:


1 C Synonyms LAFS.4.L.3.5.c Level 3

2 B, C Author’s Purpose LAFS.2.RI.3.8 Level 3


3B A Main Topic and Key Details/Text Evidence



5 B Synonyms LAFS.4.L.3.5.c Level 3

6 D Synonyms LAFS.4.L.3.5.c Level 3

7 B Author’s Purpose LAFS.2.RI.2.6 Level 2

8 A, D Author’s Purpose LAFS.2.RI.3.8 Level 3

9 see below Synonyms LAFS.4.L.3.5.c Level 3

10A C Author’s Purpose LAFS.2.RI.3.8 Level 3

10B D Author’s Purpose/Text Evidence LAFS.2.RI.3.8/LAFS.2.RI.1.1 Level 3


Comprehension 2, 3A, 3B, 4, 7, 8, 10A, 10B /12 %

Vocabulary 1, 5, 6, 9 /8 %


4 Students should underline the following sentences:• Some families have a hard time getting enough food.• They may not have much money to spend.

9 Students should underline the word “collect” in the paragraph.

11 To receive full credit for the response, the following information should be included: The author of “Giving Gardens” shows that a garden can help people who are hungry. People can give away food from the garden to people who do not have money to buy food. The author of “A Food Pantry” shows that a food pantry can help people who are hungry. The pantry collects or buys food, then gives it to people who do not have money to buy food.

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Answer Key Name:


1A C Main Idea and Key Details LAFS.2.RI.1.2 Level 2

1B D Main Idea and Key Details/Text Evidence


2 B Antonyms LAFS.4.L.3.5.c Level 3

3 see below Main Idea and Key Details LAFS.2.RI.1.1 Level 2


5 A, C Main Idea and Key Details LAFS.2.RI.1.1 Level 2


7 D, E Author’s Purpose LAFS.2.RI.3.8 Level 3


9 D Antonyms LAFS.4.L.3.5.c Level 3

10A B Main Idea and Key Details LAFS.2.RI.1.2 Level 2

10B C Main Idea and Key Details/Text Evidence




Vocabulary 2, 4, 6, 9 /8 %


3 Students should draw lines to complete the sentences as follows:• Snowflakes fall from clouds.• You can ski in snow by the mountains.• Scoop up snow with shovels.

8 Students should circle the following paragraph:• A tornado can be very fierce. It can destroy everything in its path. A tornado can knock

trains off the tracks. It can pick up cars and then throw them back down. A tornado can tear the roof off a house and rip trees out of the ground. Falling trees can crash on houses, cars, and fences.

11 To receive full credit for the response, the following information should be included: Two of the following from “When It Snows”: Snow can be slippery; it can cause electric lines to break; branches can break; roofs can fall in. Two of the following from “Wild Winds of a Tornado”: A tornado can knock trains off their tracks; it can pick up cars; it can tear roofs off houses; it can rip trees out of the ground; falling trees can crash on houses, cars, and fences.

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2 D Prefixes re-, dis- LAFS.2.L.3.4.b Level 2

3 B, E Main Idea and Key Details LAFS.2.RI.1.1 Level 2

4A A Prefixes re-, dis- LAFS.2.L.3.4.b Level 2

4B C Prefixes re-, dis- LAFS.2.L.3.4.b Level 2

5A D Main Idea and Key Details LAFS.2.RI.1.2 Level 2

5B A Main Idea and Key Details/Text Evidence


6A D Main Idea and Key Details LAFS.2.RI.1.2 Level 2

6B D Main Idea and Key Details/Text Evidence


7 A Prefixes re-, dis- LAFS.2.L.3.4.b Level 2


9 A Prefixes re-, dis- LAFS.2.L.3.4.b Level 2

10 B, D Author’s Purpose LAFS.2.RI.2.6 Level 2


Comprehension 1, 3, 5A, 5B, 6A, 6B, 8, 10 /12 %

Vocabulary 2, 4A, 4B, 7, 9 /8 %


1 Students should complete the chart as follows:• Main Idea—3 – Children in a school band learn to play instruments and read music.• Details—1 – Children try different instruments to see which ones they like.; 2 – Children meet

in small groups to practice their instruments.

8 Students should underline the following sentence in the paragraph:• Family members may make the clothes that the children wear.

11 To receive full credit for the response, the following information should be included: A school band helps students express themselves. They learn to play an instrument and play songs as a group. They play for others on show days. A school play also helps students express themselves. Students can dress up, act, and make sets for the stage.

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Answer Key Name:


1A B Main Idea and Key Details LAFS.2.RI.1.2 Level 2

1B B Main Idea and Key Details/Text Evidence


2 A, E Connections Within Text: Compare and Contrast LAFS.2.RI.1.3 Level 3

3 B Connections Within Text: Compare and Contrast LAFS.2.RI.1.3 Level 3

4 D Compound Words LAFS.2.L.3.4.d Level 2

5 see below Compound Words LAFS.2.L.3.4.d Level 2

6A C Connections Within Text: Compare and Contrast LAFS.2.RI.1.3 Level 3

6B B Connections Within Text: Compare and Contrast/Text Evidence


7 C Connections Within Text: Compare and Contrast LAFS.2.RI.1.3 Level 3

8 A, C Compound Words LAFS.2.L.3.4.d Level 2

9 see below Connections Within Text: Compare and Contrast LAFS.2.RI.1.3 Level 3

10 C Compound Words LAFS.2.L.3.4.d Level 2



Vocabulary 4, 5, 8, 10 /8 %


5 Students should match words to create the following compound words:• faraway• outside• reindeer• snowstorms

9 Students should write the following details in the chart:• waves• few or no plants

11 To receive full credit for the response, the following information should be included: The articles are alike because they both compare two places in nature. They are different because they describe very different places. “The Arctic and Antarctic” describes cold places covered with ice; “Beaches” describes different beaches where you can play and have fun outdoors.

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Answer Key Name:


1A A Author’s Purpose LAFS.2.RI.2.6 Level 2

1B B Author’s Purpose/Text Evidence LAFS.2.RI.2.6/LAFS.2.RI.1.1 Level 2

2 C Context Clues: Sentence Clues LAFS.2.L.3.4.a Level 2

3 see below Connections Within Text: Cause and Effect LAFS.2.RI.1.3 Level 3

4A C Context Clues: Sentence Clues LAFS.2.L.3.4.a Level 2

4B B Context Clues: Sentence Clues/ Text Evidence

LAFS.2.L.3.4.a/LAFS.2.RI.1.1 Level 2

5 A, D Connections Within Text: Cause and Effect LAFS.2.RI.1.3 Level 3

6 B Connections Within Text: Cause and Effect LAFS.2.RI.1.3 Level 3

7 D Context Clues: Sentence Clues LAFS.2.L.3.4.a Level 2

8A C Connections Within Text: Cause and Effect LAFS.2.RI.1.3 Level 3

8B B Connections Within Text: Cause and Effect/Text Evidence


9 C, E Connections Within Text: Cause and Effect LAFS.2.RI.1.3 Level 3

10 see below Context Clues: Sentence Clues LAFS.2.L.3.4.a Level 2



Vocabulary 2, 4A, 4B, 7, 10 /8 %


3 Students should match causes and effects as follows:• The sun warms water on Earth.—Some water escapes into the air.• Drops of water in clouds get bigger.—Water falls to Earth as rain or snow.• There are large oceans on Earth.—Earth looks blue from space.

10 Students should circle the word “broken.”

11 To receive full credit for the response, the following information should be included: Water can collect on Earth to cover parts of it. It can make Earth icy and snowy. Over time, water can make open spaces like caves in the earth.

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Answer Key Name:



2 see below Plot: Compare and Contrast LAFS.2.RI.1.3 Level 3

3 C, E Plot: Compare and Contrast LAFS.2.RI.1.3 Level 3


5A C Plot: Compare and Contrast LAFS.2.RI.1.3 Level 3

5B B Plot: Compare and Contrast/Text Evidence

LAFS.2.RI.1.3/LAFS.2.RL.1.1 Level 3

6A C Similes LAFS.2.L.3.6 Level 1

6B D Similes LAFS.2.L.3.6 Level 1

7 B Plot: Problem and Solution LAFS.2.RI.1.3 Level 3

8 A, B Plot: Compare and Contrast LAFS.2.RI.1.3 Level 3


10 see below Plot: Compare and Contrast LAFS.2.RI.1.3 Level 3


Comprehension 2, 3, 5A, 5B, 7, 8, 10 /12 %

Vocabulary 1, 4, 6A, 6B, 9 /8 %


2 Students should underline the following sentence:• Jason’s table was never set this way!

10 Students should complete the chart as follows:• How the Families Are the SAME—Robby’s family gives gifts.; Robby’s family has a party.• How the Families Are DIFFERENT—Robby’s family eats cake.; Robby’s family comes from

far away.

11 To receive full credit for the response, the following information should be included: Families can enjoy eating meals together and talking and laughing. Families can also enjoy sharing birthdays. They can give gifts and sing songs and eat special foods.

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Answer Key Name:


1A C Theme LAFS.2.RL.1.2 Level 3

1B B Theme/Text Evidence LAFS.2.RL.1.2/LAFS.2.RL.1.1 Level 3


3A C Root Words LAFS.2.L.3.4.c Level 2

3B B Root Words LAFS.2.L.3.4.c Level 2

4 A, E Theme LAFS.2.RL.1.2 Level 3

5 see below Theme LAFS.2.RL.1.2 Level 3

6 see below Plot: Problem and Solution LAFS.2.RL.2.5 Level 2


8A C Root Words LAFS.2.L.3.4.c Level 2

8B A Root Words LAFS.2.L.3.4.c Level 2

9A B Theme LAFS.2.RL.1.2 Level 3

9B D Theme/Text Evidence LAFS.2.RL.1.2/LAFS.2.RL.1.1 Level 3

10 C, D Theme LAFS.2.RL.1.2 Level 3



Vocabulary 2, 3A, 3B, 7, 8A, 8B /8 %


5 Students should underline the following sentence:• At last, the people did not have to worry about fire, noise, and floods every day.

6 Students should complete the chart with the following problem and solution:• Problem—Hen does not know if she can trust Coyote.• Solution—Hen tricks Coyote to see if he is lying.

11 To receive full credit for the response, the following information should be included: In folktales, animals act like people. They talk and show that they have feelings. Thunder gets sad and cries. Lightning gets mad. They get into fights. Coyote plans tricks, and Hen tricks Coyote into leaving. These characteristics help the reader understand the lessons of the passages.

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2A C Similes LAFS.2.L.3.6 Level 1

2B B Similes LAFS.2.L.3.6 Level 1

3 C, D Theme LAFS.2.RL.1.2 Level 3



6A A Theme LAFS.2.RL.1.2 Level 3


7A D Similes LAFS.2.L.3.6 Level 1

7B A Similes LAFS.2.L.3.6 Level 1

8 B, E Theme LAFS.2.RL.1.2 Level 3


10 see below Plot: Compare and Contrast LAFS.2.RL.1.3 Level 2



Vocabulary 2A, 2B, 4, 7A, 7B, 9 /8 %


5 Students should underline the following sentence:• “Wow, this is fun,” said Tessa.

10 Students should complete the chart as follows:• Kenny—Thinks hiking will be boring• Dad—Thinks hiking will be fun• Both—Likes hiking at Sandstone State Park

11 To receive full credit for the response, the following information should be included: Kenny learns that hiking in nature can be fun. He learns that it is good to get away from what you know. That is how you learn about the world and have fun.

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1 B Suffixes: -ful, -less LAFS.1.L.3.4.b Level 2

2 C, D Point of View LAFS.2.RL.2.6 Level 2

3 B Suffixes: -ful, -less LAFS.1.L.3.4.b Level 2

4 see below Point of View LAFS.2.RL.2.6 Level 2

5A A Theme LAFS.2.RL.1.2 Level 3


6A A Suffixes: -ful, -less LAFS.1.L.3.4.b Level 2

6B C Suffixes: -ful, -less LAFS.1.L.3.4.b Level 2

7 A, E Point of View LAFS.2.RL.2.6 Level 2

8 D Suffixes: -ful, -less LAFS.1.L.3.4.b Level 2

9A C Point of View LAFS.2.RL.2.6 Level 2

9B B Point of View/Text Evidence LAFS.2.RL.2.6/LAFS.2.RL.1.1 Level 2



Comprehension 2, 4, 5A, 5B, 7, 9A, 9B, 10 /12 %

Vocabulary 1, 3, 6A, 6B, 8 /8 %


4 Students should match parts of the story with Megan’s feelings as follows:• Beginning—Upset• Middle—Busy• End—Happy

10 Students should complete the chart as follows:• Beginning of Story—Hank’s Feelings: angry; Sentence from Passage: I stomped home.• End of Story—Hank’s Feelings: friendly; Sentence from Passage: After that, Sam and

I became good friends.

11 To receive full credit for the response, the following information should be included: In “Helping Ms. Park,” Megan feels strongly about helping Ms. Park because she wants Ms. Park to be happy and she wants school to be fun.

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1A B Idioms LAFS.2.L.3.4.a Level 2

1B C Idioms/Text Evidence LAFS.2.L.3.4.a/LAFS.2.RL.1.1 Level 2

2 A, E Point of View LAFS.2.RL.2.6 Level 2

3A A Point of View LAFS.2.RL.2.6 Level 2

3B D Point of View/Text Evidence LAFS.2.RL.2.6/LAFS.2.RL.1.1 Level 2

4 D Idioms LAFS.2.L.3.4.a Level 2

5 see below Plot: Compare and Contrast LAFS.2.RL.1.3 Level 2

6A A Point of View LAFS.2.RL.2.6 Level 2

6B D Point of View/Text Evidence LAFS.2.RL.2.6/LAFS.2.RL.1.1 Level 2

7 D Idioms LAFS.2.L.3.4.a Level 2

8 B, E Point of View LAFS.2.RL.2.6 Level 2

9 see below Idioms LAFS.2.L.3.4.a Level 2




Comprehension 2, 3A, 3B, 5, 6A, 6B, 8, 10A, 10B /12 %

Vocabulary 1A, 1B, 4, 7, 9 /8 %


5 Students should complete the chart with the following phrases:• Jess—Makes posters for dog wash day• Carlos—Washes dogs on dog wash day• BOTH—Wants to help

9 Students should circle the word “missed.”

11 To receive full credit for the response, the following information should be included: The mothers in both passages want their children to be happy. They both do what they can to help their children. They also care about the towns they live in and want to make life better for the people there.

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1 see below Connections Within Text: Sequence LAFS.2.RI.1.3 Level 3

2 C Synonyms LAFS.2.L.3.4.a Level 2

3A D Connections Within Text: Sequence LAFS.2.RI.1.3 Level 3

3B B Connections Within Text: Sequence/Text Evidence


4 C Synonyms LAFS.2.L.3.4.a Level 2

5 A, D Connections Within Text: Sequence LAFS.2.RI.1.3 Level 3

6 see below Synonyms LAFS.2.L.3.4.a Level 2

7 A Connections Within Text: Sequence LAFS.2.RI.1.3 Level 3

8A B Synonyms LAFS.2.L.3.4.a Level 2

8B C Synonyms/Text Evidence LAFS.2.L.3.4.a/LAFS.2.RI.1.1 Level 2

9A D Connections Within Text: Cause and Effect LAFS.2.RI.1.3 Level 3

9B B Connections Within Text: Cause and Effect/Text Evidence


10 A, B Connections Within Text: Sequence LAFS.2.RI.1.3 Level 3


Comprehension 1, 3A, 3B, 5, 7, 9A, 9B, 10 /12 %

Vocabulary 2, 4, 6, 8A, 8B /8 %


1 Students should put the events in the following order:• 1—Albert’s parents thought something was wrong with him.• 2—Albert thought he was getting a toy.• 3—Albert’s sister was born.• 4—Albert said his first words.

6 Students should complete the chart with the following words:• believe—trust• difficult—hard• recognize—spot

11 To receive full credit for the response, the following information should be included: As a child, Albert was not a good student and even dropped out of high school. However, he loved science and wanted to be a scientist. As a child, Ellen had many talents. She only decided to be a scientist once she went to college. Ellen and Albert both loved science and worked hard.

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1A B Plot: Problem and Solution LAFS.2.RL.1.3 Level 2

1B B Plot: Problem and Solution/Text Evidence


2 D, E Plot: Problem and Solution LAFS.2.RL.1.3 Level 2

3A C Homophones LAFS.2.L.3.4 Level 2

3B D Homophones LAFS.2.L.3.4 Level 2

4 A Homophones LAFS.2.L.3.4 Level 2



7 A Homophones LAFS.2.L.3.4 Level 2

8A C Plot: Problem and Solution LAFS.2.RL.1.3 Level 2

8B A Plot: Problem and Solution/Text Evidence



10A D Homophones LAFS.2.L.3.4 Level 2

10B C Homophones LAFS.2.L.3.4 Level 2



Vocabulary 3A, 3B, 4, 7, 10A, 10B /8 %


5 Students should underline the following sentence:• “I wanted to do something nice for Earth with the money,” Miss Macky said.

6 Students should complete the chart with the following problem and solution:• Problem— Molly sees that the planet is in trouble.• Solution— Molly plans to do more to help Earth.

11 To receive full credit for the response, the following information should be included: People can throw out too much trash. Kids can find new uses for old things instead of throwing them away. People throw trash on the ground. It looks bad and can be harmful. Kids can pick up trash when they see it.

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1A A Multiple-Meaning Words LAFS.2.L.3.4.a Level 2

1B C Multiple-Meaning Words/Text Evidence



3 C, D Connections Within Text: Cause and Effect LAFS.2.RI.1.3 Level 3

4A B Connections Within Text: Cause and Effect LAFS.2.RI.1.3 Level 3

4B D Connections Within Text: Cause and Effect/Text Evidence


5 D Multiple-Meaning Words LAFS.2.L.3.4.a Level 2

6A C Multiple-Meaning Words LAFS.2.L.3.4.a Level 2

6B A Multiple-Meaning Words/Text Evidence


7A B Connections Within Text: Cause and Effect LAFS.2.RI.1.3 Level 3

7B D Connections Within Text: Cause and Effect/Text Evidence


8 C Multiple-Meaning Words LAFS.2.L.3.4.a Level 2


10 B, E Author’s Purpose LAFS.2.RI.2.6 Level 2



Vocabulary 1A, 1B, 5, 6A, 6B, 8 /8 %


2 Students should underline the following sentence:• These can get in the way or brush against pots and hot places.

9 Students should complete the chart with the following cause and effect:• Cause—The sun’s rays are hot.• Effect—The sun can burn the skin.

11 To receive full credit for the response, the following information should be included: Adults can help you do things you cannot do yourself. Adults can show you how to use equipment safely. Adults help you remember rules for staying safe and help you if you get into trouble.

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2B C Theme/Text Evidence LAFS.2.RL.1.2/LAFS.2.RL.1.1 Level 3

3A A Context Clues: Sentence Clues LAFS.2.L.3.4.a Level 2

3B D Context Clues: Sentence Clues/Text Evidence

LAFS.2.L.3.4.a/LAFS.2.RL.1.1 Level 2

4 B, D Point of View LAFS.2.RL.2.6 Level 2



7A D Theme LAFS.2.RL.1.2 Level 3

7B C Theme/Text Evidence LAFS.2.RL.1.2/LAFS.2.RL.1.1 Level 3


9A A Context Clues: Sentence Clues LAFS.2.L.3.4.a Level 2

9B D Context Clues: Sentence Clues/Text Evidence

LAFS.2.L.3.4.a/LAFS.2.RL.1.1 Level 2

10 B, D Theme LAFS.2.RL.1.2 Level 3



Vocabulary 1, 3A, 3B, 6, 9A, 9B /8 %


5 Students should match the messages in the passage with details as follows:• Children can do important things.—The girl saves her people from the drought.• Sometimes you must be brave to help others.—The girl gives up the doll she loves.• It is important to remember and thank those who help you.—The people give the girl a

new name to show she loves her people.

8 Students should circle the following two sentences:• “I put mulch around the plants to help them grow.”• “I want to help the plants grow big and be healthy!” Kevin exclaimed.

11 To receive full credit for the response, the following information should be included: The passages both tell about plants growing. In “The Legend of the Bluebonnet,” plants cannot grow at the beginning because there is no rain. At the end, flowers appear as if by magic with the rain from the Great Spirits. The story “Grandma’s Garden” describes what plants need to grow. The plants grow because the kids and Grandma take care of the plants.

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1 C, D Context Clues: Paragraph Clues LAFS.4.L.3.4.a Level 2

2A B Author’s Purpose LAFS.2.RI.3.8 Level 3

2B D Author’s Purpose/Text Evidence LAFS.2.RI.3.8/LAFS.2.RI.1.1 Level 3

3A C Context Clues: Paragraph Clues LAFS.4.L.3.4.a Level 2

3B C, E Context Clues: Paragraph Clues/ Text Evidence

LAFS.4.L.3.4.a/ LAFS.2.RI.1.1 Level 2

4 A Author’s Purpose LAFS.2.RI.3.8 Level 3


6A D Author’s Purpose LAFS.2.RI.2.6 Level 2

6B D Author’s Purpose/Text Evidence LAFS.2.RI.2.6/ LAFS.2.RI.1.1 Level 2

7 B Context Clues: Paragraph Clues LAFS.4.L.3.4.a Level 2

8 B, E Context Clues: Paragraph Clues LAFS.4.L.3.4.a Level 2

9 C Author’s Purpose LAFS.2.RI.3.8 Level 3

10 see below Connections Within Text:Compare and Contrast LAFS.2.RI.1.3 Level 3



Vocabulary 1, 3A, 3B, 7, 8 /8 %


5 Students should write the following answer in the chart:• To describe how energy is used in homes

10 Students should complete the chart with the following examples:• Wind Energy—boat moving• Sun Energy—towels drying• Fire Energy—food cooking• Battery Energy—flashlight shining

11 To receive full credit for the response, the following information should be included: Both authors write about how energy is used at home. Both authors list things found at home as examples. In “Energy at Home,” the author only writes about energy in wires. In “Party Power,” the author writes about other kinds of energy, such as wind energy, sun energy, fire energy, and battery energy.

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2A B Greek and Latin Roots LAFS.4.L.3.4.b Level 2

2B A Greek and Latin Roots LAFS.4.L.3.4.b Level 2

3 C Greek and Latin Roots LAFS.4.L.3.4.b Level 2

4 C, D Connections Within Text: Compare and Contrast LAFS.2.RI.1.3 Level 3

5A A Main Idea and Key Details LAFS.2.RI.1.2 Level 2



6A C Main Idea and Key Details LAFS.2.RI.1.2 Level 2



7 C Greek and Latin Roots LAFS.4.L.3.4.b Level 2


9A B Greek and Latin Roots LAFS.4.L.3.4.b Level 2

9B A Greek and Latin Roots LAFS.4.L.3.4.b Level 2

10 A, C Main Idea and Key Details LAFS.2.RI.1.2 Level 2



Vocabulary 2A, 2B, 3, 7, 9A, 9B /8 %


1 Students should underline the following sentence in the paragraph:• It is a team effort!

8 Students should write the following sentences in the chart:• You try out for a team.• You take swimming classes.

11 To receive full credit for the response, the following information should be included: Both articles describe teams that race. Team members in both articles have special skills and like to race or go fast. The team members work together and care about each other.

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1A A Connections Within Text: Problem and Solution LAFS.2.RI.1.3 Level 3

1B C Connections Within Text: Problem and Solution/Text Evidence


2 see below Context Clues: Paragraph Clues LAFS.2.L.3.4 Level 2

3 D, E Context Clues: Paragraph Clues LAFS.2.L.3.4 Level 2

4 D Connections Within Text: Problem and Solution LAFS.2.RI.1.3 Level 3

5A C Connections Within Text: Problem and Solution LAFS.2.RI.1.3 Level 3

5B C Connections Within Text: Problem and Solution/Text Evidence



7A C Connections Within Text: Problem and Solution LAFS.2.RI.1.3 Level 3

7B B Connections Within Text: Problem and Solution/Text Evidence


8 A, D Connections Within Text: Problem and Solution LAFS.2.RI.1.3 Level 3

9 C Context Clues: Paragraph Clues LAFS.2.L.3.4 Level 2

10 A Context Clues: Paragraph Clues LAFS.2.L.3.4 Level 2


Comprehension 1A, 1B, 4, 5A, 5B, 6, 7A, 7B, 8 /12 %

Vocabulary 2, 3, 9, 10 /8 %


2 Students should circle the word “melted” in the sentences.

6 Students should complete the chart with the following sentences:• Main Idea—Special quarters were created for each state.• Detail—Governors chose designs for state quarters.• Detail—The U.S. Mint made the new quarters.

11 To receive full credit for the response, the following information should be included: The article “Is That a Cow in Your Wallet?” shows the problems people had with trading before money was invented. The problem was solved with the creation of paper bills and coins. The questions in the article “State Quarters” list the problems that had to be solved before the state quarters could be made. These problems had to do with the order in which each coin would be made and the designs that would be on their backs. Governors and the U.S. Mint helped to solve the problems.

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2 A Metaphors LAFS.2.L.3.6 Level 1

3 D Metaphors LAFS.2.L.3.6 Level 1



6 B Metaphors LAFS.2.L.3.6 Level 1

7 D Metaphors LAFS.2.L.3.6 Level 1

8 C Point of View LAFS.2.RL.2.6 Level 2

9 C, D Point of View LAFS.2.RL.2.6 Level 2



Comprehension 1A, 1B, 4, 5, 8, 9, 10 /12 %

Vocabulary 2, 3, 6, 7 /8 %


5 Students should underline the following sentence in the paragraphs:• “He slept for hours while Turtle kept going.”

10 Students should complete the chart with the following points of view:• Beginning—They are afraid of the Skunks.• End—They think the Skunks are heroes.

11 To receive full credit for the response, the following information should be included: Both Turtle and Lily feel bad that others make fun of them. Both have confidence in themselves. Turtle is tired of being called slow by Rabbit. He is also tired of Rabbit’s bragging. Turtle wants to prove that even though he is slow, he can beat Rabbit. Lily is tired of having neighbors scream, slam doors, and call her and Puff mean names. She wants to prove that she and her family are good neighbors who do not spray unless they are threatened.

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Documents

Answer Key - Miami-Dade County Public Schoolscurriculum_materials.dadeschools.net/Pacing_Guides/...Grade 2 Weekly Assessment • Answer Key Name: Question Correct Answer Content Focus