short narrative story 2nd grade

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2nd Grade Reading Comprehension - Short Passages

Below you'll find a collection of printable worksheets with reading comprehension passages written at a 2nd grade level. Each passage includes several reading comprehension questions to assess student performance.

Short Passages

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If you're searching for longer passages, this page has full-length fiction stories, non-fiction articles, and poems for your second graders.

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How to Teach Narrative Writing in 2nd Grade with Spectacular Results

Teaching narrative writing can be SO fun! But reading student’s personal narratives can get dry after a while. You can only read about so many trips to the pool or vacations where students detail getting to the airport, then their writing ends once they finally arrive in Disney World. Get your students engaged while teaching narrative writing by doing fun, imaginative and personal narratives this year!

Important Concepts:

Students need to recount either one event in detail or a series of events when writing a narrative. One misconception is that the narrative has to have happened to them. It is OKAY to have your students write an imaginative narrative.

Typically, I start by having students write personal narratives, as it is easy for them to recount something that has happened to them. Then, once we have done a few personal narratives, we move to more exciting imaginative topics.

By second grade, students should be able to write a topic sentence, 3-4 event sentences WITH details, and a closing sentence. This means student writing should be anywhere from 5-10 sentences at least. However, many students are ready to write in paragraphs by second grade and should be encouraged to do so by adding more detail sentences to each event.

Challenges:

Students might struggle understanding the difference between an event and a detail. Talk to students about how an event is SOMETHING that happened, and details are the supporting ideas that help tell that story. Details can add dialogue, words from 5 senses, or more explicitly explain certain subjects from their writing.

The Writing Process:

I cannot stress enough the importance of taking your students through the writing process every single week, for every single genre. This involves brainstorming/planning, drafting, revising, editing, publishing, grading and sharing.

Hook/Brainstorm:

Getting students EXCITED can be half the battle during writing. I love to tie all of my writing projects to engaging read alouds and fun topics. You can find my favorite narrative writing companions here.

It is equally important to MODEL each step of the writing process for students. After reading aloud our companion text, I typically will read aloud my model. I also will then model my own plan so students can see what I am looking for when it is their turn to write.

Then, it is time for students to make a plan. Be sure not to skip this phase, it is NOT writing a full draft, but rather jotting down their ideas they are going to write about. They can use bullet points or pictures to gather their ideas, but this should NOT be done in full sentences and should not take longer than 5-10 minutes.

I like to give students two full days to draft for narrative writing. Each week, we focus on a different important skill that needs to be taught during narrative writing. Some skills we focus on are:

• Transition Words • Topic Sentences • Closing Sentences • Adding Details such as adjectives, prepositions, similes, metaphors, etc. • Adding Dialogue • Writing with a problem and a solution

Typically, students write their topic sentence, and first two events and details one day. Then, I have them write their second two events and details, along with the closing on the second day. We focus on the skill of the week, while also reinforcing the other skills that were previously taught.

Revising/Editing:

I spend a lot of time at the beginning of the year setting up a peer editing time that is productive for students. We spend an entire day revising and editing, and I also roam the room and select certain students each week to conference with during this time.

Depending on the length of your writing block, you can either meet with all of your students or rotate through small groups of them each week.

Publish, Grade, Share:

I always have students publish a piece of writing every single week. We add it to our writing portfolios that we take home at the end of the year. When students finish publishing, I have them grade themselves on the rubric. Self-assessment is such a powerful tool for students.

After they self grade, we find time to share each week. This can be partner sharing, author’s chair, sharing with buddies, recording themselves reading or more.

Year of Writing Crafts and Activities for Informative Narrative Opinion How To By The Mountain Teacher 2nd Grade

Digital Year of Writing Activities for Informative Narrative Opinion How To By The Mountain Teacher 2nd Grade

Common Core Writing Pack for Opinion Narrative and Informative Writing Templates By The Mountain Teacher

The Writing Process Anchor Charts Bulletin Board Posters By The Mountain Teacher

Writing Strategies for Narrative Informative and Opinion Posters Anchor Charts Bulletin Board By The Mountain Teacher

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Not So Wimpy Teacher

The Not So WImpy Teacher creates resources for busy teachers in grades 2-5 who are looking to deliver engaging and meaningful lessons without overwhelm and chaos.

Fiction Narrative Writing Unit SECOND GRADE

Grade Level: 2nd Grade

My second grade fiction writing unit includes 8 weeks of done-for-you writing lessons about how to write an engaging fiction essay, with strong characters, an interesting problem and solution, and rich dialogue . This unit contains detailed lesson plans, mentor texts, anchor charts, student writing tasks, and rubrics –everything you need to be a capable, confident writing teacher with students who love to write.

Also available in the following bundles

More about this resource

If teaching writing has ever made you cry, weep, tear out your hair, question your existence, or binge-watch reality television—because it’s just that frustrating and overwhelming—this writing unit is perfect for you. 

If your students dread writing time more than meatloaf in the school cafeteria…this writing bundle is perfect for them, too. 

Teaching writing can be tough. Teachers tell me that their district-provided writing curriculum is:

• too complicated

Or worse, they don’t have any curriculum at all. Yikes! 

But my second grade fiction writing unit makes teaching writing easy . It takes all the guesswork out of teaching writing and gives you the tools you need to teach engaging and effective writing lessons without breaking a sweat.

This resource is part of a money-saving writing writing bundle! Click HERE to see the bundle!

The ready-to-use lessons and activities in this fiction writing unit will teach your students h ow to use supporting facts, reasons, and examples, consider opposing viewpoints, write topic and concluding sentences, and structure paragraphs . And all you have to do is print and teach . The lesson plans are that simple. Seriously.

Student-friendly mentor texts make it easy to provide illustrative examples of new writing skills. You don’t have to waste your time and money hunting down just the right book.  Focused mini lessons and daily writing tasks simplify the writing process helping ALL students, even reluctant writers, experience success. Preprinted anchor charts make it easy to model new skills and engage in shared writing without wasting valuable time. 

And best of all, my fiction writing unit makes writing fun for your students. Short, focused lessons keep students engaged. Simple, direct writing tasks help kids develop confidence.

Choice empowers students to write about things they care about and makes them more invested in their writing. And that’s a big deal because students who enjoy writing and get lots of practice perform better on standardized testing. 

What’s Included:

• Detailed teacher directions and suggestions for simple implementation
• Unit-at-a-glance calendar for each unit
• 7 exclusive videos walking you through how to get the most out of these writing units
• 40 days of lesson plans that include guiding questions, materials, mini lessons, student work tasks, student share tasks, intervention, and several extension activities
• 14 original mentor text passages
• 24 fiction task cards (identifying whether a topic is a fiction narrative)
• 24 fiction writing prompt task cards
• 12 teacher anchor charts (blank and filled in versions)
• Student anchor charts and printable for writing notebooks
• Conference and goal tracking forms
• Writing grades tracking forms
• List of 10 additional mentor text books (Remember, using them is optional, because I’ve included all the mentor texts you need) 
• 6 different writing publishing papers
• Student writing notebook cover and dividers
• Teacher notebook covers and binder spines
• Multiple ideas for author share celebration
• DIGITAL writing notebooks on Google Slides

Skills Covered:

Students learn h ow to create strong characters, craft a problem and solution, and write dialogue, paragraphs and transitions to create an entertaining story. Lessons include:

• Setting goals
• What is a fiction narrative?
• Developing Characters
• Developing Setting (Show- Don’t Tell)
• Problem & Solution
• Author Point of View
• Writing a lead
• Creating Suspense
• Adding and Punctuating Dialogue
• Word Choice (Strong Verbs)
• Transitions
• Writing an ending

How to Use it in the Classroom: 

A typical day of writing:.

I recommend you set aside 30-45 minutes for writing each day (or more if you have it). Check out the sample schedules below. Each day follows the same plan:

• Mini-Lesson (10-15 minutes): The day kicks off with a mini-lesson to teach a particular skill. The mini-lesson uses mentor text (remember, it’s included in the unit) and anchor charts. For the teacher version of the anchor charts, you can project and fill them out with the class, or print and display them in your classroom. The student versions are smaller so they can fill them out and keep them in their writing notebooks for reference.
• Work Time (20-25 minutes) : Students will apply the skill they just learned into their writing each day. The included writing tasks make it crystal-clear what to do during independent writing time–for you and your students. By the end of the unit, they will have completed two full masterpieces and many other independent writings. 
• Share Time (2-5 minutes) : Students are encouraged to share a piece of their writing with a partner or with the entire class. This makes writing more meaningful to kids and holds them accountable.

Organization Made Easy:

• The fiction writing unit is organized into multiple folders and files so it’s easy for you to find what you need.
• A 40-day daily schedule so you know exactly what to teach each day.
• Detailed daily lesson plans make teaching writing easy.

Differentiation:

There are many ways to differentiate writing assignments:

• These daily writing prompts are intentionally short and sweet so that all students, even those below grade level, can feel successful. Most tasks can be completed in 1-2 sentences.
• More advanced writers can write longer responses, or work on a second masterpiece if they finish early.
• Students can complete fewer task cards or work with a partner; you can also provide support to students as they work on task cards.
• The process for teaching writing includes group conferencing time. These groups should be based on ability so that you can individualize your instruction to meet the specific needs of the group.

Why you’ll love this writing unit: 

• You’ll save hours of prepping and planning time. The daily lesson plans are easy to implement. All you have to do is print and teach. 
• Mentor texts are included. You do not need to hunt down or purchase any additional books! (Unless you want to. Far be it from me to stand between a teacher and new books.) 
• Digital anchor charts project onto your white board-so you don’t have to be Picasso or Renoir to anchor your kids in the lesson.
• Pre-printed student anchor charts make it easy for students to follow along without having to write every word and draw complicated diagrams.
• Digital student notebooks are perfect for 1:1 classrooms and a great way to save paper.
• These lessons work for all students, even students below grade level.
• Task cards incorporate movement, reinforce concepts, and make learning fun. Daily share time encourages students to take pride in their writing.
• Direct writing instruction provides a solid foundation of writing skills that leads to increased test scores

*****************************

More Second Grade Writing Units:

Personal Narrative for Second Grade

Informational Writing for Second Grade

Opinion Writing for Second Grade

Writing Units for Other Grade Levels:

Third Grade Writing Bundle

Fourth Grade Writing Bundle

Fifth Grade Writing Bundle

Additional Resources You Might Like:

2nd Grade Spelling Curriculum Growing Bundle

Frequently Asked

Yes. I also have personal narrative , informational essay , and opinion writing writing units available.

This fiction writing unit is available for grade 2. I also have fiction writing units available for grades three , four , and five .

I prefer composition notebooks because they are sturdy and easy to use and store. But other teachers have used spiral bound notebooks or three-ring binders.

Yes. These writing lessons are based on Common Core standards.

The lessons for consecutive grade levels are very similar because the standards are similar. The biggest difference is that the reading level on the mentor text passages is modified to meet the specific grade level. Other differences include new examples in the lesson plans and anchor charts and new task cards. It is generally fine to use units that are one level above or below grade level. You might want to select the lower grade level to ensure that the mentor texts are easier for students to read.

Each unit includes eight weeks of materials. I recommend spending 30-45 on writing each day. The lesson takes 8-10 minutes and the rest of the time would be used for independent writing.

Students complete two masterpieces in each unit. But they may work on additional pieces if they finish daily assignments early.

My writing units are a standalone curriculum. They are not based on or aligned with any other curriculum. However, they are based on the writing standards. My curriculum is organized into units of study and formatted in the workshop model and hundreds of teachers have successfully used my writing units with their district provided curriculum.

My writing units are a standalone curriculum. They are not based on or aligned with any other curriculum. With that being said, I have hundreds of teachers who have chosen to use my units as a supplement to their Lucy curriculum because it is more manageable and engaging for students.

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50 Irresistible Short Stories for Kids (Read Them All for Free!)

Quick reads with lasting impact.

Looking for some free tales to use for close reading or classroom read-alouds? This roundup of short stories for kids has plenty of options. From quick fables with morals to old-fashioned fairy tales and folktales from around the world, this diverse collection offers something for any child. We’ve also included ways to use these short stories with kids, in the classroom or at home.

Note: Always be sure to read a selection through before sharing it with children. Some of these short stories for kids, especially ones written a long time ago, may not be appropriate for every audience.

Classic Fairy Tale Short Stories for Kids

“ cinderella ” by charles perrault, “‘do not cry, cinderella,’ she said; ‘you also shall go to the ball, because you are a kind, good girl.'”.

Why I love it: This is one of those short stories for kids that everyone probably already knows. This older version is a little different than the Disney movie, so ask kids if they can identify the changes. They can also have fun imagining what other items could be transformed to help Cinderella get to the ball!

“ The Emperor’s New Clothes ” by Hans Christian Andersen

“‘But the Emperor has nothing at all on!’ said a little child.”

Why I love it: This is a wonderful story for talking about peer pressure and being brave enough to stand up for what you believe in. Kids will also enjoy drawing the imaginary suit of clothes that the king thought he saw.

“ The Frog Prince ” by the Brothers Grimm

“and the princess, though very unwilling, took him up in her hand, and put him upon the pillow of her own bed, where he slept all night long. as soon as it was light, he jumped up, hopped downstairs, and went out of the house. ‘now, then,’ thought the princess, ‘at last he is gone, and i shall be troubled with him no more.'”.

Why I love it: Kids love this familiar story about a prince in disguise and a young girl who keeps her word even though she doesn’t want to. In this version, the girl doesn’t need to kiss the frog, but she’s rewarded anyway.

“ The Gingerbread Man ” by Anonymous

“run, run as fast as you can you can’t catch me, i’m the gingerbread man”.

Why I love it: In the original tale, the Gingerbread Man is eventually caught and eaten. This retelling gives him a happy ending instead. For a fun activity, let kids decorate and eat their own gingerbread people.

“ Jack and the Beanstalk ” by Anonymous

“why, the beans his mother had thrown out of the window into the garden had sprung up into a giant beanstalk which went up and up and up until it reached the sky. so the man spoke truth after all”.

Why I love it: This story is a fun read, but use it to get your students thinking critically. Was it really OK for Jack to steal from the giant? Ask them to write an essay sharing their thoughts on the subject, or use it for a fun classroom debate.

“ Little Red Riding Hood ” by the Brothers Grimm

“‘but grandmother what big eyes you have,’ said little red riding hood. ‘the better to see you with, my dear,’ replied the wolf.”.

Why I love it: This retelling of the well-known tale is a little less gruesome, since the hunter merely frightens the wolf into spitting out poor granny (instead of slicing open his belly). Talk with kids about ways they can keep themselves safe when they’re out in the world.

“ The Pied Piper of Hamelin ” by the Brothers Grimm

“he sounded his fife in the streets, but this time it wasn’t rats and mice that came to him, but rather children: a great number of boys and girls from their fourth year on. among them was the mayor’s grown daughter. the swarm followed him, and he led them into a mountain, where he disappeared with them.”.

Why I love it: Some say this is a true story, and whether or not that’s true, it definitely has a moral—when people make a bargain, they should stick to their agreement. Ask kids to think about what kind of music the Pied Piper might have played, and why both children and rats couldn’t resist it.

“ The Princess and the Pea ” by Hans Christian Andersen

“i cannot think what could have been in the bed. i lay upon something so hard that i am quite black and blue all over.”.

Why I love it: This has long been one of the most beloved short stories for kids, and it’s ideal when you need a quick read. Then, grab some dried peas and see how thick a covering needs to be before students can no longer feel them.

“ Puss in Boots ” by Charles Perrault

“puss became a great lord, and never ran after mice anymore, except for pleasure.”.

Why I love it: All cat lovers know these animals can be pretty smart when they want to be. This one helps his poor master become a prince in a castle, all through his own clever tricks. Encourage students to come up with more creative ways Puss in Boots could help his master.

“ Rumpelstiltskin ” by the Brothers Grimm

“‘I will give you three days,’ said he, ‘if by that time you find out my name, then shall you keep your child.'”

Why I love it: Pretty much everyone in this story behaves badly in one way or another. Use it to learn more about characters and their motivation.

“ Sleeping Beauty ” by the Brothers Grimm

“a great many changes take place in a hundred years.”.

Why I love it: After students read this well-known story, ask them to think about what it would be like to go to sleep today and wake up in a hundred years. What might the world be like? Or what would it be like for someone who fell asleep a hundred years ago to wake up today? How many things have changed since then?

“ Snow White ” by the Brothers Grimm

“mirror, mirror on the wall, who’s the fairest of them all”.

Why I love it: This fairy tale has all the classic elements—beautiful heroine, wicked stepmother, handsome prince—plus a handful of helpful dwarves. It’s the perfect way to start a conversation about the dangers of envy and jealousy.

“ The Three Little Pigs ” by Anonymous

“not by the hairs on our chinny chin chin”.

Why I love it: Fairy tales don’t get much more classic than this. Follow it up with a reading of The True Story of the Three Little Pigs by Jon Sciesczka to hear the story from the wolf’s perspective, and have a conversation about point of view.

“ The Ugly Duckling ” by Hans Christian Andersen

“but what did he see there, mirrored in the clear stream he beheld his own image, and it was no longer the reflection of a clumsy, dirty, gray bird, ugly and offensive. he himself was a swan being born in a duck yard does not matter, if only you are hatched from a swan’s egg.”.

Why I love it: Whether you read the original text or a shorter adaptation, this story is one every kid should know. It will teach them that everyone should be proud of who they are, even if they don’t look or feel like everyone else.

Aesop’s Fables as Short Stories for Kids

“ the boy who cried wolf ” by aesop, “so now, though he had not seen anything that even looked like a wolf, he ran toward the village shouting at the top of his voice, ‘wolf wolf'”.

Why I love it: This might be the most famous short story we use to teach kids about how important it is to tell the truth. Ask students if they’ve ever pulled a prank that went wrong, and what they learned from it.

“ The Crow and the Pitcher ” by Aesop

“But the pitcher was high and had a narrow neck, and no matter how he tried, the Crow could not reach the water.”

Why I love it: Aesop’s fable reads more like a STEM challenge—how can you reach the water at the bottom of the pitcher when your neck isn’t long enough? Try the same experiment with your students, using a narrow-necked bottle. Can they come up with any other solutions?

“ The Fox and the Grapes ” by Aesop

“the grapes seemed ready to burst with juice, and the fox’s mouth watered as he gazed longingly at them.”.

Why I love it: If kids have ever wondered where the phrase “sour grapes” comes from, this tale will answer that question. Talk about other idiomatic phrases, and do some research to find their origins.

“ The Lion and the Mouse ” by Aesop

“‘you laughed when i said i would repay you,’ said the mouse. ‘now you see that even a mouse can help a lion.'”.

Why I love it: This fable reminds kids that they’re never too small to make a difference in someone’s life. Ask kids to share their own stories of times they helped someone.

“ The Tortoise and the Hare ” by Aesop

“the hare was soon far out of sight, and to make the tortoise feel very deeply how ridiculous it was for him to try a race with a hare, he lay down beside the course to take a nap until the tortoise should catch up.”.

Why I love it: When kids need a reminder that they should always keep trying, turn to this famous story. Use it to teach growth mindset too.

“ Two Travelers and a Bear ” by Aesop

“Two men were traveling in company through a forest, when, all at once, a huge bear crashed out of the brush near them.”

Why I love it: When danger strikes, do you worry about yourself first or try to help everyone to safety? There are arguments to be made on both sides, so this one makes for an interesting debate or persuasive essay.

More Short Stories for Kids

“ anansi and the pot of wisdom ” by anonymous, “every time anansi looked in the clay pot, he learned something new.”.

Why I love it: Kids may know about Anansi from the popular book Anansi the Spider , but there are lots of tales about him in West African folklore. In this one, Anansi thinks he knows everything, but a child has something new to teach him. Explore more Anansi tales here.

“ The Apple Dumpling ” by Anonymous

“A bag of feathers for a basket of plums. A bunch of flowers for a bag of feathers. A golden chain for a bunch of flowers. And a dog for a golden chain. All the world is give and take, and who knows if I may have my apple dumpling yet.”

Why I love it: When an old woman sets out to trade her basket of plums for some apples, her quest takes a few twists and turns along the way. In the end, though, she manages to make many people happy, not just herself. Practice sequencing by having kids try to remember all the trades the woman makes, and the order she makes them in.

“ The Blind Men and the Elephant ” by Anonymous

“sixth blind man (feeling the tail): this elephant is not like a wall, or a spear, or a snake, or a tree, or a fan. he is exactly like a rope.”.

Why I love it: Six blind men each feel a different part of an elephant, and each comes to his own very different conclusions. Written as a very short play, this classic tale opens up all sorts of discussion opportunities about seeing the bigger picture.

“ Bruce and the Spider ” by James Baldwin

“but the spider did not lose hope with the sixth failure. with still more care, she made ready to try for the seventh time. bruce almost forgot his own troubles as he watched her swing herself out upon the slender line. would she fail again no the thread was carried safely to the beam, and fastened there.”.

Why I love it: This famous little tale is almost certainly a myth, but it’s one of the most well-known stories about King Robert the Bruce. The lesson about not giving up fits perfectly when you’re talking about growth mindset.

“ The Elephant’s Child ” by Rudyard Kipling

“but there was one elephant—a new elephant—an elephant’s child—who was full of ’satiable curiosity, and that means he asked ever so many questions.”.

Why I love it: Many kids will recognize themselves in the Elephant’s Child and his (in)satiable curiosity. After you read this one, have students come up with stories for the way other animals got their unique features. How did the giraffe get its long neck? How did the turtle get its shell? So many possibilities!

“ Paul Bunyan ” by William B. Laughead

“when paul was a boy, he was fast as lightning. he could blow out a candle at night and hop into bed before it was dark.”.

Why I love it: Paul Bunyan is an American folk hero, larger than life (literally!). This roundup of the legends surrounding him has many of the most famous tales. Encourage kids to think about what they’d do if they were as big, strong, and fast as Paul.

“ The Empty Pot ” by Anonymous

“in six months, the boy who grew the best plant would be the one to win the contest. he would be the next to sit on the throne.”.

Why I love it: This story can teach kids a lesson about honesty, but it’s also got a STEM project built right in. The emperor’s royal seeds wouldn’t grow because they’d been cooked first. Have kids try their own experiment to see if they can get peas that have been cooked to sprout!

“ The Little Engine That Could ” by Watty Piper

“I think I can. I think I can.”

Why I love it: When little ones learn early on to believe in themselves, they’ll be willing to try their best at anything. Have kids tell their own stories of times they did something that seemed impossible at first when they kept on trying.

“ Fifty-Cent Piece ” by S.E. Schlosser

“as he caught her, the husband looked into the ruin and saw a burnt table with a shiny fifty-cent piece lying in the center.”.

Why I love it: A spooky story that isn’t too gory, this one’s a perfect read in the season leading up to Halloween. Challenge kids to write their own ghost stories next.

“ The Four Dragons ” by Anonymous

“the four dragons flew back and forth, making the sky dark all around. before long the sea water became rain pouring down from the sky.”.

Why I love it: The four dragons in this Chinese tale want to help save the people from drought. When the Jade Emperor won’t help, they take matters into their own hands. Ultimately, they become the four major rivers of China. This is a great opportunity to get out the globe or pull up Google Earth and learn more about China’s geography.

“ Goldilocks and the FOUR Bears ” by Andrea Kaczmarek

“nobody ever talks about me. i don’t know why, because i am the most important bear in the story. i am grandma growl, but everybody calls me granny g, and i am the best porridge maker in the world.”.

Why I love it: Hear the classic tale from a new perspective, told by a character you never even knew existed! Use this as inspiration to have kids add a character to their own favorite tales, and tell the story from their point of view.

“ Haunted ” by Harris Tobias

“‘just because a house is haunted,’ he said, ‘doesn’t mean you can’t live there. the trick is making friends with the ghosts, learning to get along with them.'”.

Why I love it: Need a not-so-spooky story for Halloween? This tale of ghosts who love to bake fits the bill. Kids can write their own stories of making friends with ghosts instead of being scared of them.

“ Henny Penny ” by Anonymous

“so henny-penny, cocky-locky, ducky-daddles, goosey-poosey and turkey-lurkey all went to tell the king the sky was a-falling.”.

Why I love it: In an age when people are quick to spread rumors as fact, this old European folktale is more meaningful than ever. See if kids can think of times when they heard a crazy rumor that they believed at first, even though it turned out to be completely false.

“ How Gimme the Ax Found Out About the Zigzag Railroad ” by Carl Sandburg

“Then the zizzies came. The zizzy is a bug. He runs zigzag on zigzag legs, eats zigzag with zigzag teeth, and spits zigzag with a zigzag tongue.”

Why I love it: Kids will get a kick out of all the Z sounds in this silly little story about why some local railroad tracks run in zigzags. Use it to teach about alliteration and consonance, and ask kids to draw their own pictures of the zizzies.

“ King Midas and the Golden Touch ” by Anonymous

“suddenly, he started to sense fear. tears filled his eyes and that moment, his beloved daughter entered the room. when midas hugged her, she turned into a golden statue”.

Why I love it: Teach kids to be careful what they wish for. Ask them to make a list of wishes, then talk about ways each of them could ultimately go wrong. Have them write their own version of this short story.

“ The Kite That Went to the Moon ” by Evelyn Sharp

“‘i have everything in the world in my bag,’ replied the little old man, ‘for everything is there that everybody wants. i have laughter and tears and happiness and sadness; i can give you riches or poverty, sense or nonsense; here is a way to discover the things that you don’t know, and a way to forget the things that you do know.'”.

Why I love this: This whimsical tale takes two small children on a voyage to the moon and back, as they follow an enchanted kite. Pair it with a crafting session where kids make their own kites to fly.

“ The Monkey and the Turtle ” by José Rizal

“a monkey and a turtle found a banana tree on a river. they fished it out and because each wanted the tree for himself, they cut it in half.”.

Why I love it: A monkey and a turtle each plant half a banana tree, but only the turtle’s grows. The monkey offers to harvest the fruit but keeps it all for himself. But the turtle has plans of his own! This folktale from the Philippines is actually an allegory about the Spanish colonizers’ treatment of the Filipino people.

“ Mouse! ” by Michał Przywara

“‘what’ i wonder. ‘how dare you what insolence is this’ such a cheeky little mouse defying me in my own house, i simply cannot stomach this at all.”.

Why I love it: This clever little story is told using a triangular number sequence that dictates the number of words per line. Challenge students to write their own tales using a pattern or sequence of some kind.

“ The Proud Rose ” by Anonymous

“once upon a time, there lived a proud rose that was incredibly proud of her beautiful looks. the only disappointment it had was that it grew beside an ugly cactus.”.

Why I love it: It’s hard to imagine a flower being a bully, but that’s exactly what happens in this story. Fortunately, the cactus doesn’t let the rose stop it from being kind.

“ The Sword in the Stone ” by T.H. White

“whoever pulls out this sword from this stone is the true king of england”.

Why I love it: This quick retelling of the familiar tale covers all the high points. Follow it with more of the Arthurian legends or a viewing of the classic Disney film.

“ The Tale of Peter Rabbit ” by Beatrix Potter

“‘now, my dears,’ said old mrs. rabbit one morning, ‘you may go into the fields or down the lane, but don’t go into mr. mcgregor’s garden: your father had an accident there; he was put in a pie by mrs. mcgregor.'”.

Why I love it: Beatrix Potter’s sweet tales are beloved, but this is the one that has really endured. Pair it with one of these terrific Peter Rabbit activities.

“ The Pumpkin in the Jar ” by Anonymous

“the soldier’s orders were to tell the maiden that the jar was from the king, and that she was to put an entire pumpkin inside the jar. the soldier was also to tell the maiden that she should not break the jar under any circumstance. both the jar with the small opening at the top and the pumpkin must remain whole.”.

Why I love it: Before you read the end of the story, stop and ask kids if they can figure out how the maiden managed to get a pumpkin into a jar without breaking it. See how fast they can come up with the right answer!

“ Rainbow Bird ” by Eric Maddern

“Bird flew around each tree putting fire into tree’s core. This way a tree could be used as wood to create fire.”

Why I love it: Learn the Australian Aboriginal legend about a greedy crocodile who wouldn’t share his fire, and the Rainbow Bird who outsmarted him. Look up the Aboriginal Dreamtime and learn more about their art and culture.

“ Rikki-Tikki-Tavi ” by Rudyard Kipling

“rikki-tikki did not care to follow them, for he did not feel sure that he could manage two snakes at once. so he trotted off to the gravel path near the house, and sat down to think. it was a serious matter for him.”.

Why I love it: Reading this story is like watching a nature documentary unfold on the page. Have kids do some research on the mongoose and its relationship with cobras in real life.

“ Stone Soup ” by Anonymous

“he pulled a big black cooking pot from his wagon. he filled it with water and built a fire under it. then, he reached slowly into his knapsack and, while several villagers watched, he pulled a plain gray stone from a cloth bag and dropped it into the water.”.

Why I love it: Want to teach kids to work together and share? This is the short story you need. Ask kids what they’d bring to put in the pot of soup themselves.

“ The Story of the Chinese Zodiac ” by Anonymous

“he reached out his paws and pushed his friend the cat into the river. the cat was swept away by the whirling waters. that is why there is no cat in the chinese calendar.”.

Why I love it: This short little tale manages to answer two questions—why there’s no Year of the Cat and why cats and rats can’t be friends. After reading it, try to imagine how the other animals in the calendar managed to win their spots.

“ The Velveteen Rabbit ” by Margery Williams

“‘real isn’t how you are made,’ said the skin horse. ‘it’s a thing that happens to you. when a child loves you for a long, long time, not just to play with, but really loves you, then you become real.'”.

Why I love it: This is one of the most classic short stories for kids of all time! Let kids bring their own favorite toys to share with the class, and have them write or tell stories about what would happen if they became “real.”

“ Weighing the Elephant ” by Anonymous

“‘very well,’ said the emperor with a smile. ‘tell me how to weigh the elephant.'”.

Why I love it: Read this traditional Chinese tale right up to the point where the young boy reveals his idea for weighing an elephant without a giant scale. Ask kids if they can come up with the solution before continuing to the end of the story. You can even try out the correct method as a STEM challenge.

“ Why the Koala Has a Stumpy Tail ” by Mitch Weiss

“Just then, Tree Kangaroo had a plan. He remembered back to the last dry season when his mother excavated a hole in a dry stream bed.”

Why I love it: Look up pictures of the tree kangaroo and koala, then read this Aboriginal legend explaining why the koala’s tail is so much shorter. What other unique Australian animals can kids learn about and share with the class?

“ Winnie-the-Pooh Goes Visiting ” by A.A. Milne

“pooh always liked a little something at eleven o’clock in the morning, and he was very glad to see rabbit getting out the plates and mugs; and when rabbit said, ‘honey or condensed milk with your bread’ he was so excited that he said, ‘both,’ and then, so as not to seem greedy, he added, ‘but don’t bother about the bread, please.'”.

Why I love it: This silly old bear has been delighting children for decades, and there are dozens of short stories for kids about him and his friends. This one has a little built-in moral about greed. You can also ask kids to brainstorm their own ways to get Pooh free from Rabbit’s front door.

Looking for more short stories for kids? Check out this roundup geared toward the middle school crowd.

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How to Write a Story for the 2nd Grade

How to Teach Second-Graders to Write Book Reports

Second grade stories should include four distinct elements and have a noticeable beginning, middle and end. Several tools are available to help students set up a story. These include story frame graphic organizers, in which students record the four elements before beginning to write, and use of the writing process, including pre-writing, and revision. Addressing the following four areas while staying on topic and using correct grammar and punctuation will help your second grader achieve a grade-level appropriate story.

Characters in a second grade story should be introduced early, within the first sentence or two. It is helpful to give the reader some important details about the character when introducing him. For example, "Clarence Smith loved to fish," would be a good introductory sentence for a story that goes on to include events about one of Clarence's fishing trips.

The setting of a second grade story should also be introduced early on in the course of the writing. Setting should include time and place. If we continue our former example, the story might look something like this: "Clarence Smith loved to fish. He spent a lot of time near the river with his fishing pole and his dog, Rex. In fact, he was sitting on the bank by the river on a lazy Sunday afternoon when the most unexpected thing happened."

Conflict and Events

This section makes up the middle of the piece. While there is no exact number of paragraphs that make a story complete, it is important to note that the action of the story should be contained within the middle paragraphs. The main problem of the story should be introduced at this point, perhaps a large fish poking his head out of the water and jerking the pole out of Clarence's hands, followed by the actions the character takes to solve the problem. In this example, Clarence may jump in the water after the fish to retrieve his pole. Students at this level may only have a few actions before the resolution of the story is revealed. That is fine, but students should be encouraged to use descriptive language to paint a picture for the reader. Often, students stray from the main topic, including details that have nothing to do with the actual plot of the story. Discourage this practice by asking your child to explain why he included that detail.

The fourth and final piece to the puzzle is the resolution. The resolution should be about one paragraph in length and should include how the main character's problem is solved. It may also include something the character learned through the process of the story. Second grade writers should be encouraged to write how the character feels upon resolving the over-arching problem.

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Alicia Anthony is a seasoned educator with more than 10 years classroom experience in the K-12 setting. She holds a Master of Education in literacy curriculum and instruction and a Bachelor of Arts in communications. She is completing a Master of Fine Arts degree in creative writing: fiction, and working on a novel.

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Short Stories For Grade 2

Displaying top 8 worksheets found for - Short Stories For Grade 2 .

Some of the worksheets for this concept are Grade 2 reading comprehension work story and exercises, Grade 2 reading comprehension work story and exercises, Comprehension skills, 2 b r 2 b, Using short stories in the english classroom, Name unit 2 short stories big question vocabulary, Name superhero joey, Short vowels in cvc words s.

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1. Grade 2 Reading Comprehension Worksheet Story and Exercises

2. grade 2 reading comprehension worksheet story and exercises, 3. comprehension skills, 4. 2 b r 0 2 b, 5. using short stories in the english classroom -, 6. name unit 2: short stories big question vocabulary, 7. name: superhero joey, 8. short vowels in cvc words printables.

comprehension stories 2nd grade

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Fall/Autumn Reading Comprehension - Story Elements (for 2nd and 3rd grade )

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Christmas Reading Comprehension Passage and Questions 2nd Grade | Short Stories

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2nd Grade Reading Comprehension Seasonal Bundle: Stories for Each Season

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Story Elements: Character, setting & plot

Stories have a beginning, middle and end.

Our grade 2 story elements worksheets focus on identifying the beginning, middle and end elements of a story.

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