Reading words for second grade: Academic vocabulary words for 2nd graders

Fluency: Activities for Your Second Grader

The goal for your second grade reader is to read the same way he talks, smoothly and with expression that reflects what is happening in the story.

Your child’s teacher will give “timed reading passages” where kids read a story and are timed for one minute to record how many words they can read in that time. At the beginning of second grade, most kids can read 50-60 words a minute. By the end of the year, they will build up to reading 90 words a minute. 

What does a fluent reader in second grade look like?

Try these fluency activities at home

Choose the right books

Help your child choose books that he can comfortably read about 90 percent of the words in a few sample pages. If your child wants to choose books that are more challenging, that’s okay too, but you may need to help with sounding out multisyllable words or words that are irregular.

Listen every day

Once you’ve found a collection of books that your child can read, listen to your child read every day. Be patient — new readers often read slowly! Offer help when your child gets stuck, and always give lots of praise and encouragement.

Should I be concerned if my child reads slowly?

Literacy expert Kegi Wells explains that what’s most important is if your child understands what she’s reading. Kegi offers simple ways to check for understanding and how to model expressive reading. (From our video series Reading SOS: Expert Answers to Family Questions About Reading.)

Reread favorite books

Building fluency takes a lot of practice! Keep a collection of books that your child can read quickly and easily. Encourage your child to reread favorite books over and over again. With each reading, you may notice your child reading a bit easier, a bit faster, and with a bit more confidence and expression.

Read to your child every day

Model your own fluent reading as you read and reread books with your child. Even though your second grader may be able to read on her own, continue to find time each day to read books to her that are just beyond her reading level. She will enjoy listening to more advanced stories, and she will hear a great example of fluent reading — how you change your expression throughout a story and read with ease. Your child will hear how you raise your voice at the end of question sentence or how you change your voice for different characters.

How can I encourage reading when it’s hard for my child?

Literacy expert Kegi Wells explains different strategies to help children to become stronger and more engaged readers, including modeling what fluent, expressive reading sounds like. (From our video series Reading SOS: Expert Answers to Family Questions About Reading. )

Family poetry jam

Start with playful, rhyming poetry about topics that are familiar to your child like animals, food, and bedtime. Nursery rhymes and Mother Goose collections are early favorites. Read the poetry aloud slowly. Emphasize the sound of the words and the rhymes. Read dramatically to emphasize the breaks and phrasing of the poem. Have fun with the colorful language and word play. Reread the poem several times. Once a poem is familiar to your child, take turns reading! First you read one line or one stanza, and have your child read the next. See if you can do that while maintaining the rhythm of the poem. Learn more in this article, Poems at Home (in English and Spanish).

Reader’s theater

You don’t need a script or costumes or props. Just choose a favorite picture book that your child is familiar with, and one that has lots of dialogue. Take turns reading the passages aloud, using dramatic voices and gestures appropriate to the story. This activity can get pretty silly right away, but it’s a great way to practice expression in reading aloud.

Record it

Another fun way to practice reading and build fluency is to have your child create her own audio books. This can be done simply with a tape recorder or audio recording feature or app on your phone. Your child might need a few “takes” to get his reading just right. Sharing your audio recordings with family and friends is a great motivator!

Paired or “buddy” reading

Take turns reading aloud. You go first, as your reading provides a model of what good fluent reading sounds like. Then, ask your child to re-read the same page you just read. You’ll notice that your child’s reading will start to sound more and more like yours. Do this for several pages. Once your child is comfortable enough, and familiar enough with the book, take turns reading page for page.

Echo game

Choose a book at your child’s reading level and read a sentence aloud using appropriate expression and pauses. Then, have your child mimic you, reading the same sentence and using the same expression and pauses. Repeat the game every few paragraphs as you read through the book.

Choral reading

Choose a book at your child’s reading level and read a page or passage together in unison. You may have to slow your reading down a little to keep pace, but don’t slow down too much. Encourage your child to copy your pace and expression.

Practice, practice, practice!

Repetition is the key to fluency. Encourage your child to reread a favorite (short) book until she can read it smoothly and easily. This will boost her confidence along with her fluency. You might also ask her to read the book to younger siblings or other family members and friends.

Mastering reading accuracy

Reading tutor Linda Farrell listens closely as Xavier reads aloud from one of his favorite books (Dog Man) to help him focus on reading every word accurately. Strong readers have the habit of reading virtually every word accurately. (From our Looking at Reading Interventions video series.)

How to coach your child to read fluently

This video is from Home Reading Helper, a resource for parents to elevate children’s reading at home provided by Read Charlotte. Find more video, parent activities, printables, and other resources at Home Reading Helper.

Help your young child read fluently

This video is from Home Reading Helper, a resource for parents to elevate children’s reading at home provided by Read Charlotte. Find more video, parent activities, printables, and other resources at Home Reading Helper.

More fluency resources

46 Words Your Child Should Work On

Back to School

Yuri Arcurs / EyeEm/EyeEm/Getty Images

These words will open up a whole new world of reading for your child.

July 25, 2022

By the time your child enters the second grade, they’ll likely need to knowthe sight words they learned in first grade as well as kindergarten, and be ready to move on to learning new ones. But what exactly are the sight words for second grade? Knowing what they are can help your child become a better reader and perhaps encourage an even greater love of not just reading, but learning in general.

What exactly are sight words?

“There are two main lists that are sources for sight words in elementary education: Dolch and Fry. ,” explains Elena Smith, a speech and language pathologist. “The Dolch sight word list is based on high-frequency words for kindergarten through third grade and contains a total of 220 words. While it’s sometimes split into grade levels, as mentioned above, each district decides on their own sight words for each grade.” The Fry sight word list, on the other hand, is based on the frequency of words in reading material for third through ninth grade and consists of 10 levels, each containing 100 words, for a total of 1,000 words.

What’s different about the sight words list for second grade?

“One difference between words students encounter in grade one and beginning of grade two and later on has to do with multisyllabic words, or words that have many syllables and need to be properly divided in order to read them correctly,” says Dr. Rebecca Mannis, a learning specialist and developmental psychologist in New York City. “When students don’t have strong syllabication skills, it can impact their comprehension. If a student is not aware that they’re misreading words, substituting them or otherwise just needs a long time to properly decode them, then that can interfere greatly with what they understand and how they can then think critically about what they are reading and store the information.”

Sight words your second grader should work on

Get your second grader ready for school by practicing some sight words from the Dolch list of words they may be expected to work on during the coming school year. Here are the most commonly assigned sight words for second grade:

1. Always
2. Around
3. Because
4. Been
5. Before
6. Best
7. Both
8. Buy
9. Call
10. Cold
11. Does
12. Don’t
13. Fast
14. First
15. Five
16. Found
17. Gave
18. Goes
19. Green
20. Its
21. Made
22. Many
23. Off
24. Or
25. Pull
26. Read
27. Right
28. Sing
29. Sit
30. Sleep
31. Tell
32. Their
33. These
34. Those
35. Upon
36. Us
37. Use
38. Very
39. Wash
40. Which
41. Why
42. Wish
43. Work
44. Would
45. Write
46. Your

If you want your second grader to develop a love for learning and reading, help them get a grasp on their sight words. “Sight word mastery for emergent readers can be achieved successfully when parents use a multi-sensory approach at home, especially when connected to a child’s interests,” says Holly DiBella-McCarthy, an educator and author. “Keeping learning fun will increase engagement and provide the repetition young brains require.”

Sources interviewed:

Holly DiBella-McCarthy, an educator certified in special education

Dr. Rebecca Mannis, Ph.D., learning specialist and developmental psychologist

Elena Smith, CCC-SLP, founder and clinician at Ivy Speech and Language

A selection of texts to test reading skills in grade 2. | Methodological development in physical education (grade 2) on the topic:

READING TECHNIQUE.

2 CLASS (1 – 4)

Entrance examination (September 10 – 15).

1 quarter.

Shell fragment.

Misha and dad were walking in the forest.

– Dad, look, a piece of iron. How old and rusty!

— No, Misha, this is not a piece of iron. This is a shell fragment. Long ago there was a war. There was a battle going on in this forest. Many of our soldiers died here. I was wounded in the chest.

– With this same projectile?

– Maybe this. I don’t know.

– Dad, will there be no more war?

– We don’t want war, Misha. We will do our best to avoid it.

(75 words)

1. Where did the boy find the piece of iron?

2. What was it?

H. Where did the shell fragment come from?

4. What would you do to avoid war?

Hedgehog.

On a dark night a gray hedgehog went for a walk in the woods. I saw a red cranberry and pricked it into a gray needle. I saw a yellow fox and also pricked it.

Finally noticed a blue star in a blue puddle. I also wanted to prick – but nothing happened. The hedgehog thought, thought, and covered it with a burlap: let it lie down until morning.

And in the morning, instead of a blue star, I found a red sun under the burlap. Here is a hedgehog laughing. Very.

(62 words) G. Tsiferov.

1. Where did the hedgehog walk?

2. What did he prick on his thorns?

H. What did the hedgehog with the blue star do?

4. What has the star turned into in the morning?

Lagutina E.V. Reading 1 – 4. a collection of texts to test reading skills. – M.: “Izdat-School 2000” – 112 p.

Lion and mouse.

The lion was sleeping. The mouse ran over his body. He woke up and caught her. The mouse began to ask him to let her in; she said:

– If you let me in, and I will do you good.

The lion laughed that the mouse promised to do good to him, and let it go.

Then the hunters caught the lion and tied it with a rope to a tree. The mouse heard the lion’s roar, ran, gnawed through the rope and said:

– Remember, you laughed, you didn’t think that I could do you good, but now you see, sometimes good comes from a mouse.

(81 words) A. Tolstoy.

1. How did the mouse help the lion?

Raven and fox.

Raven got a piece of meat and sat on a tree. The fox wanted meat, she came up and said:

– Eh, raven, how I look at you – according to your height and beauty, if only you were a king! And you would surely be a king if you had a voice.

Raven opened his mouth and yelled at the top of his lungs. The meat has fallen. The fox picked up and says:

– Ah, raven, if you still had a mind, you would be a king.

(72 words) A. Tolstoy.

1. Is a smart bird a raven or a stupid one? Explain why you think so?

READING TECHNIQUE.

2 CLASS (1 – 4)

1 quarter.

Artist-Autumn.

(EXTRACT)

… For her work, the Artist-Autumn took the brightest colors and, first of all, went with them to the forest. There she took up her painting.

Autumn covered the birch and maple trees with lemon yellowness. And the leaves of the aspens were blushed like ripe apples. The aspen tree became all bright red, all burning like a fire.

Autumn wandered into the forest glade. A hundred-year-old oak-hero stands in the middle of it, stands, shakes its dense foliage.

“The mighty hero must be dressed in forged copper armor.” So she dressed the old man.

He looks, and nearby, from the edge of the clearing, thick spreading linden trees have gathered in a circle, their branches lowered down. “A heavy headdress made of golden brocade suits them best.”

(96 words) According to G. Skrebitsky.

1. What colors does Autumn use?

2. Whom did autumn decorate in the forest glade? In what colors?

H. What trees has Autumn dressed in golden brocade?

In the garden.

In the garden, the greenery of bushes and trees has already faded, even dried up over the summer. But on the other hand, how nicely a ruddy apple or a gray plum looks out of the browned foliage!

The picking of cherries, gooseberries, currants, raspberries has already ended, the harvesting of apples, plums and pears has begun. In August, only early varieties are harvested, and winter ones still show off on trees and wait for their turn.

The caring gardener loosened the soil around the trees for the last time this year, fed them, and now checks the props and collects the carrion.

(74 words) G. Skrebitsky.

1. What fruits are harvested in summer?

2. How does a gardener take care of fruit trees? Tell me.

READING TECHNIQUE.

2nd grade (1 – 4)

2nd quarter.

Forget-me-nots

On the very bank of the stream, near the green forest swamp, forget-me-nots bloom densely.

These small blue flowers are very good and beautiful.

In their tiny petals the blueness of the summer sky seemed to be reflected.

It’s nice to look at the clean blue carpet of forget-me-nots growing by the stream. Quietly murmuring, splashing forest stream.

Dragonflies fly over them, butterflies flutter.

And high, high in the blue summer sky above the motionless tops of the tall forest, white summer clouds float quietly.

(66 words) I. Sokolov-Mikitov.

1. Why are humble forget-me-not flowers good?

2. Against what background are forget-me-nots especially beautiful?

Sly Fox and smart Duck.

Winter. The sly Fox thinks: “The lake is frozen. Now my Duck, she won’t get away from me: wherever she goes in the snow, she will trace her, I’ll find her on her trail”

He came to the river, right: paws with membranes left their mark on the snow near the shore. And the Duck itself sits under the same bush, all fluffed up.

Here a spring breaks from the ground, does not allow the ice to freeze – a warm polynya, and steam comes from it

The Fox rushed to the Duck, and the Duck dived from him! – And went under the ice.

“Oh, you! – The fox thinks – She drowned herself, after all.

Left with nothing.

(94 words) V. Bianchi.

1. How did the Duck outsmart the Fox?

2. Did the Duck drown?

H. What other water birds do you know?

Mushroom dog.

I met a small puppy on the stairs and brought him home. I gave him the nickname Mike and began to teach him. Three weeks later, she jumped through the hoop, stood on her paws. Summer passed, and then autumn came. There are mushrooms in the forest. I often went to the forest with Maika. In the forest, she ran after birds, frolicked. I began to teach Mike to find mushrooms. Noticing the mushrooms, she barked loudly. For eight years, Maika was my mushroom picker.

(74 words) After A. Ryzhkov.

1. Who did the author name Mike?

2. What could Maika do?

3. How did she help pick mushrooms?

About the woodpecker.

A bird lives in our forest. She herself is black with white mottles, and on the back of her head she has bright, red feathers. This bird is called woodpecker. The whole day the woodpecker flies through the forest, looking for food. He will sit on a tree, but not on a branch, but right on the trunk. A woodpecker sits, taps on a tree with its beak and pulls out insects from under the bark. Sometimes in the snow under a tree there are a lot of cones lying around. This woodpecker was having lunch – he was extracting seeds from cones.

(70 words) According to G. Skrebitsky.

1. How did the author describe the woodpecker?

2. What does a woodpecker eat?

READING TECHNIQUE.

2nd grade (1 – 4)

3rd quarter.

Artist-Spring.

…The artist started to work – Spring – Krasna. She didn’t get down to business right away. At first I thought: what kind of picture would she draw?

Here stands a forest in front of her – gloomy, dull. “Let me decorate it in my own way, in spring!” She took thin obscure brushes. She touched the birch branches a little with greenery, and hung long pink and silver earrings on aspens and poplars.

Day by day, Spring paints her picture more and more elegantly. On a wide forest glade, with blue paint, she brought out a large spring puddle. And around her, like blue splashes, scattered the first flowers of the snowdrop, lungwort.

He also draws a day and another. There are bird cherry bushes on the slope of the ravine; Spring covered their branches with shaggy clusters of white flowers. And on the edge of the forest, too, all white, as if in snow, there are wild apple trees and pears.

The grass is already green in the middle of the meadow. And in the grayest places, marigold flowers bloomed like golden balls.

Everything comes alive around…

(137 words) G. Skrebitsky.

1. Why does the author call Vesna an artist?

2. How did Spring decorate – Red aspen and poplar catkins, bird cherry bushes, apple and pear trees, marigold flowers?

Tails.

The Fly flew to the Man and said:

— You are the master of all the animals, you can do everything. Make me a tail.

– Why do you need a tail? – says Man.

– And then I have a tail, says Fly, why do all animals have it, – for beauty.

– I don’t know such animals that have a tail for beauty. And you live well without a tail.

The Fly got angry and let’s annoy the Man: it sits on a sweet dish, then it flies on his nose, then it buzzes in one ear, then in the other. Tired, no strength! The man says to her:

– Well, okay! Fly you, Fly, into the forest, to the river, to the field. If you find there an animal, a bird or a reptile whose tail is only hung for beauty, you can take its tail. I allow.

The fly was delighted and flew out the window.

(128 words) W. Bianchi.

1. Why did Fly need a tail?

2. How did the fly annoy the man?

Z. What do you think the tail is for?

READING TECHNIQUE.

2 CLASS (1 – 4)

4 quarter.

Chuk and Gek. (excerpt)

There lived a man in a forest near the Blue Mountains. He worked a lot, but the work did not decrease, and he could not go home on vacation.

Finally, when winter came, he got completely bored, asked permission from his superiors and sent a letter to his wife to come and visit him with the children.

He had two children – Chuk and Gek.

And they lived with their mother in a distant huge city, better than which there is not in the world.

Day and night beautiful stars sparkled above the towers of this city.

And, of course, this city was called Moscow.

(88 words) A. Gaidar.

1. Where did the person live and work?

2. How many children did he have?

3. What were their names and where did they live?

Chuk and Gek. (excerpt)

It was an amazing walk! They walked in single file to the spring along a narrow path. Above them shone a cold blue sky; like fabulous castles and towers, the pointed cliffs of the Blue Mountains rose to it. In the frosty silence, curious magpies chirped sharply, nimble squirrels jumped briskly between the dense cedar branches. Under the trees, on soft white snow, bizarre footprints of unfamiliar animals and birds were imprinted. Here in the taiga something groaned, buzzed, cracked. A mountain of icy snow must have fallen from the top of the tree, breaking branches.

Before, when Gek lived in Moscow, it seemed to him that the whole earth consisted of Moscow, that is, of streets, houses, trams and buses.

Now it seemed to him that the whole earth consisted of a tall dense forest.

(111 words) A. Gaidar.

1. Where did the heroes of the passage go for a walk?

2. How did Huck imagine the land before, before his walk?

2. What did Huck think about this walk?

Texts to test reading technique in grade 2

You are here

Home » Coloring » Texts to test reading technique in grade 2

Norms for grade 2

At the end of the school year, reading technique tests begin at the school. This is the definition of how many words per minute a child reads. So, at the end of the first grade, the child should read 25-41 words; at the end of the second grade – 50-65.

The number of words is an indicator of reading aloud in the 1st semester, grade 2-35-45 w/min

The number of words is an indicator of reading aloud in the 2nd semester, grade 2 50-65 w/min

Required level:

• 1 quarter-40 words
• 2 quarter-50 words
• 3 quarter-55 words
• 4 quarter-60 words

Possible level:

• 1 quarter-55 words
• 2 quarter-60 words
• 3 quarter-65 words
• 4 quarter-70 words

How to check the reading technique of a second grader at home?

And now about the test itself and how to test a child’s reading technique at home.

• Choose five different texts from different books. Or download and print from this page. Why five – the same child will read texts with different fonts, different complexity in different ways, while the difference can range from 10 to 20 words, and it is not objective to judge the current reading technique from one text. Immediately reassure the student that they will only need to read 1 minute from each text, and not all the books brought.

• Texts should be all feasible for a child of a particular age, but be written in different fonts, letter sizes, among them one should be a verse (it is easier to read). Texts should not contain complex phrases, and, if possible, dialogues. Since the dialogues are more difficult for children to read.

• All texts must be new, i.e. not previously known to the child.

• Each text the child will need to read for one minute. Therefore, prepare a stopwatch in advance (a timer on the phone will do).

• The child should not be tired of other intellectual loads and reading as well. Warn that you will need to read now for a while, so it is important to read without being distracted at all, neither by drawings nor by words. If you want to ask something in the text, then you can do it immediately after a minute.

• While reading, the child can follow the line with a finger, pencil or any other pointer.

• You press “Start” on the timer not when you said “Started”, but when the child began to read, since for younger students it may take several seconds between the word “Started” and the actual beginning of reading.

• The child reads the text, you mark 1 minute, stop the student and count the number of words read.

• You need to count ALL words read, including prepositions and conjunctions, as well as words written with a hyphen, are counted as two words. If the text contains a word that has been moved to another line, then these two parts of the word are counted as two read words. Punctuation marks are not required.

• The child does not need to be corrected during the check. If he made two or three technical mistakes while reading, it’s okay. If, due to haste, the child begins to confuse, rearrange the letters, stop him and tell him that he needs to read as quickly as possible, but at the same time legibly. The one who listens must understand what is being read. I also say that you need to read not as if you are running, but just walking fast.

• Write down the number of words read in all texts on a piece of paper, then add all the values ​​\u200b\u200band divide by 5. That is, you are looking for the arithmetic mean. For example, a child read the first text 40 words, the second 39, the third – 50, the fourth – 53, the fifth – 41, then his reading speed per minute is 45 words. This is the objective picture at the moment.

• It is often not necessary to check the reading technique. Unless you are working on improving it.

Reading aloud is assessed according to the following criteria

Student achievement level	Criteria for assessing the educational achievements of students
Primary (2)	A student (student) reads in loose syllables, making many mistakes in endings, stress in words, skips, swaps letters and syllables; makes mistakes in intonation of sentences; there are spelling errors. The student partially understands the meaning of individual words, phrases, sentences in the text. The pace of reading is much lower than the standard.
Medium (3)	Pupil (student) reads smoothly, making individual mistakes in endings, stress in words, skips, swaps letters and syllables; Mistakes in intonation of sentences. Realizes the actual content of the work only with the help of a teacher. The reading rate is below the standard.
Sufficient (4)	A student reads words smoothly, individual (polysyllabic) words – syllable by syllable at a pace that corresponds to the norm, allowing slight deviations from the norm in stress, pronunciation of words, intonation of sentences. Realizes the actual content of the work with little help from the teacher the main idea – only under his guidance.
High (5)	A student (student) reads smoothly, correctly in whole words, observing the appropriate pace, normative pronunciation of words, independently realizes the actual meaning of the work, the main idea – with the help of a teacher. While reading, he discovers the ability to use intonation means of expression (pauses correctly, adjusts the strength of the voice and tone depending on punctuation marks and content, intones the end of the sentence).

Examples of good texts to test reading skills in grade 2

Texts for testing reading technique Grade 2 – a selection of tasks for children that can be downloaded and printed (including in pdf).
See also similar tasks in sections Developing tasks for children, Reading tasks

Reading grade 2

• Control and measuring materials. Literary reading. Grade 2 – S. V. Kutyavina

  S. V. Kutyavina

• Control and measuring materials. Literary reading in native Russian. Grade 2 – S. V. Kutyavina

  S. V. Kutyavina

• Functional reading. Grade 2 Workbook – O. P. Klementieva

  O. P. Klementieva

• Literary reading. Guidelines. Grade 2 – M. V. Boykina

  M. V. Boykina

• Literary reading. Guidelines. Grade 2 – N. A. Stefanenko

  N. A. Stefanenko

• Literary reading. Evaluation of the achievement of the planned learning outcomes. 1-4 classes. Examinations, test tasks, literary dictations, texts to test reading skills, diagnostic tasks. Part 1 (grades 1-2) – L. A. Efrosinina

  L. A. Efrosinina

• Literary reading in native Russian. Grade 2 Workbook – S. V. Kutyavina

  S. V. Kutyavina

• Literary reading. Grade 2 Workbook – S. V. Kutyavina

  S. V. Kutyavina

• Functional reading. I’m reading. I’m talking. I remember. Grade 2 – Alexandra Ptukhina

  Alexandra Ptukhina

• Literary reading. Multi-level tasks. Grade 2 – Group of authors

  Authors group

• Reading on “5”. Work with text. Grade 2 – G. N. Sycheva

  G. N. Sycheva

• Reading. Work with text. Grade 2 – O. V. Uzorova

  O. V. Uzorova

• Reading and speech development. Grade 2 Part 2 – N. E. Grash

  N. E. Grash

• Workbook for the textbook “Reading and speech development”. Grade 2 Part 2 – N. V. Miroshnichenko

  N. V. Miroshnichenko

• Workbook for the textbook “Reading and speech development”. Grade 2 Part 1 – N. V. Miroshnichenko

  N. V. Miroshnichenko

• Reading and speech development. Grade 2 Part 1 – N. E. Grash

  N. E. Grash

• Control and measuring materials. Russian language, literary reading, mathematics, the world around. Starting, intermediate and final control of knowledge. Grade 2 – O. V. Chistyakova

  O. V. Chistyakova

• Training exercises in pictures. Russian language, mathematics, literary reading. Grade 2 – O. D. Ushakova

  O. D. Ushakova

• Literary reading. Thematic control. Grade 2 – Irina Stremok

  Irina Stremok

• Literary reading. Workbook. Grade 2 I half-year – Tamara Neborskaya

  Tamara Neborskaya

• Literary reading. Workbook. Grade 2 II half – Tamara Neborskaya

  Tamara Neborskaya

• Literary reading. Oral and written essays on artistic and popular science texts. Grades 1-2 – N. A. Mironova

  N. A. Mironova

• Literary reading. Notebook for diagnostics and self-assessment of universal educational activities. Grade 2 – S. G. Batyreva

  S. G. Batyreva

• Literary reading. Grade 2 Tests and independent work for current control. To the textbook by E. E. Katz – E. E. Katz

  E. E. Katz

• All Comprehensive Tests for Primary School. Mathematics, world around, Russian language, literary reading (starting and current control). Grade 2 – M. A. Tanko

  M. A. Tanko

• Literary reading. Checking and diagnostic work. Grade 2 To the textbook by E. E. Katz “Literary reading” – E. E. Katz

  E. E. Katz

• Diagnostic complex works. Russian language. Mathematics. The world. Literary reading.