for 1st grade - melody stem · 2015. 6. 24. · for 1st grade created by: aylin claahsen fluency...
TRANSCRIPT
{Levels E-J}
Set #1
for 1st Grade
Created by: Aylin Claahsen
FluencyPassages
There are so many aspects to teaching reading and fluency is just another part of helping readers grow. As student fluency increases, so does their comprehension. When students are reading at just the right pace, they are able to pay attention to the text better. If
they are reading too slow and disjointed, it is hard for them to focus on the text. If they are reading too fast, they are rushing and it’s again hard to capture meaning from the text. Fluency is more than just speed- it focuses on accuracy, expression, smoothness and
pace. The purpose of this pack is to help students develop their fluent reading skills. The goal is not to be the fastest, but in general to increase their score for each passage while reading smoothly, paying attention to meaning and pausing when they should. These should
also be a confidence booster for kids as they see improvement and feel capable as readers!
This pack is specifically made with 1st graders in mind. It aligns with F&P Levels E-J. The passages can also be used for advanced kindergartners and struggling older students. The end of the year 1st grade fluency goal (according to AIMSweb) is 60ish words. These
passages, you will notice, are much longer. Students aren’t expected to read the entire passage. The goal is that they improve during each repeated reading of the passage. The passages will hopefully be interesting and readable for the ability level of the child. My little readers have loved them and I hope yours do too! I am so happy with the fluency growth they have made throughout the year using
these passages!
Posters/Mini Posters (p. 6-7): This pack also includes a poster + mini posters for you to use to introduce/review fluency. I use this along with me verbally showing 3 different version of how to read (slow, too fast, just right). We then discuss which way is better and what I did right/wrong. I keep the mini version taped into each student’s folder as a reminder for them too. Just print/copy these as needed!
I leave the fluency poster by our guided reading table to review with students before/after they read- the mini posters in their folders can also be used for this.
Fluency Folder Tracking Sheet + Awards (p. 8-10): I also included two tracking sheets (p. 8/9) that I use to view overall how each student is progressing with each passage. I like this because I can see how they did on each passage all in one place. You simply will make a copy
of either page for each student and keep it in your data binder (or wherever you like!). (One includes a comprehension check column while the other does not. )The awards (p. 10) are just a nice little confidence booster for students. I recommend just sending these
home randomly throughout the year when students are showing improvement in their fluency! Refer to p. 11/12 for more specifics on both of these!
Comprehension Questions (p. 14): Though the true purpose of these passages is fluency, I included a list of two comprehension questions/passage that can be asked as a follow up to reading. These can be asked after any of the 3 readings, but, you may want to wait until the last reading so that the reader will hopefully have read the most during that reading. (If you are doing a timed 1 minute
reading, please keep in mind that the reader may not know the answer to both questions from not reading far enough. Do not hold this against them! ) These are simple questions that will provide you with insight to the reader's understanding of the text. Simply have
readers verbally respond to each question, or, if you want documentation of their responses, have them reply in a journal! All you need to do is print this page for a reference to use with each child.
AC 2015
Teacher Notes:
Fluency Folders- Have students bring up their fluency folders when you are ready to assess them. Within the folder, they should have copies of each passage. I put the Fluency Folder cover (p. 15) on the front of the folders. Then, I make a copy of the b&w passages
(2nd page of each passage) and put them in each student’s folder at the beginning of the year. This is the version that you will mark up. After the 3rd read, students will also be marking on this page to do the fluency check + fluency goal. I personally use 3 different
colors for each day to mark any errors. Example: Day 1- pencil, Day 2- blue pen, Day 3- green pen. Since not all students are reading at the same level, you do not necessarily need to copy ALL passages for each student. Take a look at the level provided on p. 11 and decide
where you want your students each to begin. *If you don’t want to use a folder for each student, you can instead just staple the cover to the front of the passages for each
student. If you have parent helpers in your classroom, this is a great activity for them to do as well. The individual fluency folders are a great resource where you have everything all in one spot so you can compare their growth over time easily. They are perfect to
show parents/use in RTI decision meetings, etc! {Please refer to p. 4-5 to see the teacher/student version in action and to see exactly how to use it!}
**I recommend laminating the student versions of each passage (full page color version) and keeping them all in a binder. This is simply the copy that will be placed in front of each student as they read to you. {Each student will use the same copy.} You’ll be able to tell
where each student is because they’ll have that info within their fluency folder!
Fluency Fun: 2 options *This pack can be used in more than one way, please choose what works best for you & your readers!
Option 1: A timed, 1 minute reading- the student is reading the passage via the student version (full page with color) and you are writing how many words they read on the teacher page which is b&w. This option is best for those that are struggling/average- otherwise having them read the whole thing would take WAY too long! The goal for this option would be to improve # of words read each day!
Option 2. A timed reading by the student using a stopwatch (beginning at 0:00). If a student is already pretty fluent, you can have them read the entire passage and try to beat their time with each repeated reading. The goal for this option would be to have a lower time
each day! (Going from 1 min for the 1st read, to 54 seconds for the 2nd read, to 51 seconds for the 3rd read). *When students are reading, if they are majorly struggling on a word, I give them 3-5 seconds to figure it out. If they still don’t get it,
then I tell them the word (mark it as an error) and get them to move on. I want the students to keep on moving and not lose their confidence, so it is important to me to do this!
**You can also schedule this however it works best for you. You may want to see the same student 3 days in a row, every other day, or from week to week, etc. This is totally based on what fits into your schedule and how many students you have in your class. You are
only seeing each child for a minute, but your goal should be to have a fluency score each month for each child. (Of course more often is fine too!) :) I personally do this during guided reading groups- while students are rereading a text for the first few minutes, one
student has their fluency folder with them and they are reading me one of the passages. I just try to make sure to see the same student for their three readings all in one week so the passage is still familiar to them and you can then see growth!
AC 2015
Teacher Notes:
I have my students sit across from me at our guided reading table. In front of the student is
the student copy. I have the teacher copy in front of me, ready to
be marked up!
Individual Fluency folder for each student
Teacher copy that I mark up. Student then does the
fluency check + goal after the 3rd reading. This
is within each student’s fluency folder.
AC 2015
Student copy of the
passage
This pack in action!
Total # of words
per line
Students complete the Fluency Check and goal after the 3rd read. This is a great time to take an extra minute to conference with your little readers. You can learn so much about them as a reader
in just a short time!
Fluency Check: Students will check
the boxes for anything that is true
of their reading. {They will most likely
only be choosing one of the 1st 3
boxes.}
Fluency Goal: Students will write one goal based on the things they did/didn’t check off. I
then always discuss this and
their scores with the students!
Fluency Fun: You will fill this box
out during each reading. I list the # of
words read correctly (or time if you are doing that
way), as well as the # of errors.
Setting it all up- teacher copy:
AC 2015
A fluent reader:*Reads with accuracy.
{Pay attention to the words/meaning. Self correct.}
*Reads with expression. {You want to sound like the characters.}
*Reads smoothly. {Pay attention to punctuation.}
*Reads at a natural pace. {Not too fast and not too slow.}
AC 2015
A fluent reader:*Reads with accuracy.
{Pay attention to the words/meaning. Self correct.}
*Reads with expression. {You want to sound like the characters.}
*Reads smoothly. {Pay attention to punctuation.}
*Reads at a natural pace. {Not too fast and not too slow.}
AC 2015
AC
A fluent reader:*Reads with accuracy.
{Pay attention to the words/meaning. Self correct.}
*Reads with expression. {You want to sound like the characters.}
*Reads smoothly. {Pay attention to punctuation.}
*Reads at a natural pace. {Not too fast and not too slow.}
AC
A fluent reader:*Reads with accuracy.
{Pay attention to the words/meaning. Self correct.}
*Reads with expression. {You want to sound like the characters.}
*Reads smoothly. {Pay attention to punctuation.}
*Reads at a natural pace. {Not too fast and not too slow.}
A fluent reader:*Reads with accuracy.
{Pay attention to the words/meaning. Self correct.}
*Reads with expression. {You want to sound like the characters.}
*Reads smoothly. {Pay attention to punctuation.}
*Reads at a natural pace. {Not too fast and not too slow.}
ACAC
Story Title 1st Read 2nd Read 3rd Read
Boat Ride
A Snack for Me
Happy Teeth
Goodbye Fly!
All Day Long
Picnic Lunch
The Fish Bowl
More Books
Yum! Yum!
We are Builders
A Fluffy Cat
Just for Us
Dinosaur Books
A Great Pair
Campfire Fun
Student Name: _________________________Fluency Folder Tracking Sheet
AC 2015
Story Title 1st Read 2nd Read 3rd Read Comprehension Check
Boat Ride - +
A Snack for Me - +
Happy Teeth - +
Goodbye Fly! - +
All Day Long - +
Picnic Lunch - +
The Fish Bowl - +
More Books - +
Yum! Yum! - +
We are Builders - +
A Fluffy Cat - +
Just for Us - +
Dinosaur Books - +
A Great Pair - +
Campfire Fun - +
Student Name: _________________________Fluency Folder Tracking Sheet
AC 2015
Way to go:
__________________Great job showing how to be a fluent reader!
Way to go:
__________________Great job showing how to be a fluent reader!
AC 2015
AC 2015
Send a little note home to
encourage your little fluent
readers to keep on going!
Make a copy of this page for
each student. It works well for
any RTI meeting, parent
conference etc!
The title of each story is included from easiest to most challenging. Simply
record the date and score from each child’s fluency folder after they read. I recommend keeping this
in your own data file!
Sept 7- 77/109 Sept 21- 99/109Sept 14- 87/109
Jada
Sept 28- 83/105 Oct 13- 101/105Oct 5- 92/105
Data Tracking Sheet & Awards!
This fluency folder tracking sheet is
perfect to see overall how students are
progressing. I do not expect students to constantly have the
numbers increase as I go down the page
because the passages get more challenging and the total number
of words are different for each passage.
AC 2015
Sept 7- 77/109 Sept 21- 99/109Sept 14- 87/109
Jada
Sept 28- 83/105 Oct 13- 101/105Oct 5- 92/105
Data Tracking Sheet with Comprehension Check
AC 2015
This version also includes a comprehension check-
simply circle the -/checkmark/+ based on how the student did in response
to the questions.
- = Didn’t know how to answer either
= Answered at least one question correctly
+ = Answered both questions well
Simply choose one of the readings (1st, 2nd or 3rd) to
also ask the comprehension questions.
Then mark this tracking sheet with their ability to
answer.
1. Boat Ride p. 16-17 {F&P: E} WC 109
2. A Snack for Me p. 18-19 {F&P: E} WC 105
3. Happy Teeth p. 20-21 {F&P: F} WC 102
4. Goodbye Fly! p. 22-23 {F&P: F} WC 104
5. All Day Long p. 24-25 {F&P: G} WC 121
6. Picnic Lunch p. 26-27c{F&P: G} WC 112
7. The Fish Bowl p. 28-29 {F&P: G}WC 115
8. More Books p. 30-31 {F&P: H} WC 111
9. Yum! Yum! p. 32-33 {F&P: H} WC 178
10. We are Builders p. 34-35 {F&P: H} WC 140
11. A Fluffy Cat P. 36-37 {F&P: I} WC 121
12. Just for Us p. 38-39 {F&P: I} WC 179
13. Dinosaur Books p. 40-41 {F&P: I} WC 139
14. A Great Pair p. 42-43 {F&P: J} WC 155
15. Campfire Fun p. 44-45 {F&P: J} WC 165
Table of Contents
These passages can be read in any order, but please note the level of each passage and the number of words. Students are not expected to read the entire passage- you are just looking for improvement each time!
WC-
Word
Count
AC 2015
Comprehension Questions
Story Title Comprehension Questions
Boat Ride What does Rob do on the boat? Why does the girl not want to use the oar?
A Snack for Me What snacks does the boy eat? Why are pretzels the best snack?
Happy Teeth When does the character brush? Why does the character have happy teeth?
Goodbye Fly! What does the boy see at the pond? What happens to the fly?
All Day Long What does Danny like to read about? What helps Danny read?
Picnic Lunch What do the two best friends like to do? What do they do during their picnic?
The Fish Bowl Why would Flash like a new fish tank? What else does the girl want to get him?
More Books Where was the sale on books? How did the girl spend her $3?
Yum! Yum! What did Mike do outside? What happened to his sandwich?
We are Builders What has the dad built? How does the girl help her dad?
A Fluffy Cat Why is Snuggles a good name for Molly’s cat? What else does Snuggles do?
Just for Us Why do the boy and Speedy like the tree house? How does Speedy get in the tree house?
Dinosaur Books What does Jon like to read about? Who does he read to?
A Great Pair What do the brother and sister do together? How does the sister throw the ball?
Campfire Fun What did the kids do in the backyard? What did they eat by the fire?AC 2015
For a quick check of understanding, readers can respond to these questions verbally after reading the text. You can also have students write/draw responses in a journal, if you want a record of their responses. If doing a timed 1 minute reading, not all readers may read
the entire story. Keep in mind, those readers may not be able to answer both questions, if they didn’t read the full text.
My
Flu
ency
Fol
der
Nam
e:__
____
___
AC 2015
#1
I like boat rides. Boats are fun on a lake. We
live near a lake. My friend Rob has a boat. His
boat is small. We are all that fits on it. It just
has one oar. Rob rows us around. The lake is
not very big. We can go quickly around the lake.
It is nice to sit on the boat. Rob asks if I want
to row. I just like to sit and look at the animals.
I look at the bugs flying around. I look for fish
in the lake. Rob and I go on his boat all the
time. We take a boat ride everyday!
Boat Ride
Level E
Name: __________________________Fluency Fun:
Day 1: ___________
Day 2: ___________
Day 3: ___________
10
20
30
40
50
60
71
82
91
102
109AC 2015
Fluency Check:
I read at a good pace.
I read too fast.
I read too slow.
I self corrected.
My score improved.
I read with expression.
Fluency Goal:
I will _____________
________________
#1 Boat Ride
Day 1 ______ Day 2 ______ Day 3 ______
Errors:
Total Word Count:109
I like boat rides. Boats are fun on a lake.
We live near a lake. My friend Rob has a
boat. His boat is small. We are all that fits
on it. It just has one oar. Rob rows us
around. The lake is not very big. We can go
quickly around the lake. It is nice to sit on
the boat. Rob asks if I want to row. I just
like to sit and look at the animals. I look at
the bugs flying around. I look for fish in
the lake. Rob and I go on his boat all the
time. We take a boat ride everyday!Level E
AC 2015
#2
I am busy all day at school. The day goes by
fast. When I get home, I am ready to rest. But
first, I like to eat a snack. I get to pick what to
eat. Some days, I like to eat an apple. Some
days, I like to eat a whole sandwich. Most days,
I pick pretzels. Pretzels are the best snack.
They are salty. I love salty food. They are
crunchy. I love crunchy food. They also just
taste great! My mom always gets me pretzels.
She picks them up from the store. She must
know that they are the best snack, too!
A Snack for Me
Level E
Name: __________________________Fluency Fun:
Day 1: ___________
Day 2: ___________
Day 3: ___________
10
20
31
41
51
57
63
71
78
85
92
100
105
AC 2015
Fluency Check:
I read at a good pace.
I read too fast.
I read too slow.
I self corrected.
My score improved.
I read with expression.
Fluency Goal:
I will _____________
________________
#2 A Snack for Me
Day 1 ______ Day 2 ______ Day 3 ______
Errors:
Total Word Count:105
I am busy all day at school. The day goes
by fast. When I get home, I am ready to
rest. But first, I like to eat a snack. I get
to pick what to eat. Some days, I like to
eat an apple. Some days, I like to eat a
whole sandwich. Most days, I pick
pretzels. Pretzels are the best snack.
They are salty. I love salty food. They
are crunchy. I love crunchy food. They
also just taste great! My mom always
gets me pretzels. She picks them up
from the store. She must know that they
are the best snack, too!
Level E
AC 2015
#3
My dentist likes my teeth. He said they are happy teeth. I brush my
teeth each day. I brush them when I get up. I brush them when I go
to bed. I like my toothbrush and toothpaste. The mint tastes good. It
makes my teeth feel fresh. My teeth like being clean. I eat well most
of the time, too. I eat a lot of food that is good for you. My teeth like
that, too. It keeps them from getting mad at me. I am glad my teeth
are happy. I will try to keep them happy all the time!
Happy Teeth
Level F
Name: __________________________Fluency Fun:
Day 1: ___________
Day 2: ___________
Day 3: ___________
8
16
26
35
40
48
57
68
78
87
96
102
AC 2015
Fluency Check:
I read at a good pace.
I read too fast.
I read too slow.
I self corrected.
My score improved.
I read with expression.
Fluency Goal:
I will _____________
________________
#3 Happy Teeth
Day 1 ______ Day 2 ______ Day 3 ______
Errors:
Total Word Count:102
My dentist likes my teeth. He said they
are happy teeth. I brush my teeth each
day. I brush them when I get up. I brush
them when I go to bed. I like my
toothbrush and toothpaste. The mint
tastes good. It makes my teeth feel fresh.
My teeth like being clean. I eat well most
of the time, too. I eat a lot of food that
is good for you. My teeth like that, too. It
keeps them from getting mad at me. I am
glad my teeth are happy. I will try to
keep them happy all the time!Level F
AC 2015
#4Goodbye Fly!I like to sit by the pond on a hot day. The sun shines down on me. I find a
frog at the pond. He is a bright green frog. I see a fly at the pond, too. The
fly likes to buzz around the frog. Buzz, buzz, buzz. The frog sits and waits. I
think the frog likes the fly. He may want to eat him. Buzz, buzz, buzz. The fly
is having fun, but not for long. The fly is very close to the frog. The frog
jumps up and sticks out his tongue. Snap! The frog got the fly. Goodbye, fly!
Level F
Name: __________________________Fluency Fun:
Day 1: ___________
Day 2: ___________
Day 3: ___________
11
21
31
41
48
57
66
74
83
92
100
104
AC 2015
Fluency Check:
I read at a good pace.
I read too fast.
I read too slow.
I self corrected.
My score improved.
I read with expression.
Fluency Goal:
I will _____________
________________
#4 Goodbye Fly!
Day 1 ______ Day 2 ______ Day 3 ______
Errors:
Total Word Count:104
I like to sit by the pond on a hot day.
The sun shines down on me. I find a frog
at the pond. He is a bright green frog. I
see a fly at the pond, too. The fly likes
to buzz around the frog. Buzz, buzz,
buzz. The frog sits and waits. I think the
frog likes the fly. He may want to eat
him. Buzz, buzz, buzz. The fly is having
fun, but not for long. The fly is very
close to the frog. The frog jumps up and
sticks out his tongue. Snap! The frog got
the fly. Goodbye, fly!
Level F
AC 2015
#5All Day LongDanny likes to read. He spends a lot of time reading books. He has a lot of
books to read. He has too many books to count. Danny likes to read about
everything. He reads about animals. He finds books about food. He reads about
new games to play. He will read about anything! Danny has a pair of reading
glasses. The glasses are a shade of blue. The glasses help him read. Each day
Danny puts on his reading glasses. He picks out a few books. Danny then sits
and reads. He reads books all day long. Sometimes he takes a break from
reading. He then goes to play outside. Sometimes, Danny even likes to bring
books outside to read!
Level G
Name: __________________________Fluency Fun:
Day 1: ___________
Day 2: ___________
Day 3: ___________
10
20
29
36
44
53
61
70
79
87
96
104
111
118
121
AC 2015
Fluency Check:
I read at a good pace.
I read too fast.
I read too slow.
I self corrected.
My score improved.
I read with expression.
Fluency Goal:
I will _____________
________________
#5 All Day Long
Day 1 ______ Day 2 ______ Day 3 ______
Errors:
Total Word Count:121
Danny likes to read. He spends a lot of time
reading books. He has a lot of books to read.
He has too many books to count. Danny likes
to read about everything. He reads about
animals. He finds books about food. He reads
about new games to play. He will read about
anything! Danny has a pair of reading glasses.
The glasses are a shade of blue. The glasses
help him read. Each day Danny puts on his
reading glasses. He picks out a few books.
Danny then sits and reads. He reads books all
day long. Sometimes he takes a break from
reading. He then goes to play outside.
Sometimes, Danny even likes to bring books
outside to read!Level G
Anna is my best friend. We are together all
the time. We live by each other. We are in the
same class at school. We play together all the
time. When it is cold outside, we play inside.
If it is nice outside, we play in our yards.
When it is a sunny day, we even eat outside.
Anna and I have a picnic lunch. Anna brings
the picnic basket. I pack sandwiches for us to
eat. We take the picnic basket outside. Anna
and I sit on the grass. We talk and eat in the
sun. It is fun to eat lunch outside. We wish we
could have picnic lunches everyday!
AC 2015
#6Picnic Lunch
Level G
Name: __________________________Fluency Fun:
Day 1: ___________
Day 2: ___________
Day 3: ___________
9
19
27
37
47
57
66
73
82
91
103
110
112
AC 2015
Fluency Check:
I read at a good pace.
I read too fast.
I read too slow.
I self corrected.
My score improved.
I read with expression.
Fluency Goal:
I will _____________
________________
#6 Picnic Lunch
Day 1 ______ Day 2 ______ Day 3 ______
Errors:
Total Word Count:112
Anna is my best friend. We are together all
the time. We live by each other. We are in
the same class at school. We play together
all the time. When it is cold outside, we play
inside. If it is nice outside, we play in our
yards. When it is a sunny day, we even eat
outside. Anna and I have a picnic lunch. Anna
brings the picnic basket. I pack sandwiches
for us to eat. We take the picnic basket
outside. Anna and I sit on the grass. We
talk and eat in the sun. It is fun to eat lunch
outside. We wish we could have picnic
lunches everyday!
Level G
AC 2015
#7The Fish Bowl
I have a pet fish. His name is Flash. Flash swims
very fast. I watch him swim each day. His fish
bowl is small. He goes from side to side quickly. I
think he would like a bigger bowl. I could get him
a fish tank. It would be bigger than his fish bowl.
He would get to swim farther in a tank. He could
swim up and down. He could swim side to side. I
can go to the pet store to look at fish tanks. I
could get Flash a new fish friend, too. I think he
would like a new fish tank. I think he would like a
new fish friend, too.
Level G
Name: __________________________Fluency Fun:
Day 1: ___________
Day 2: ___________
Day 3: ___________
9
17
27
37
47
56
66
76
87
97
108
115
AC 2015
Fluency Check:
I read at a good pace.
I read too fast.
I read too slow.
I self corrected.
My score improved.
I read with expression.
Fluency Goal:
I will _____________
________________
#7 The Fish Bowl
I have a pet fish. His name is Flash.
Flash swims very fast. I watch him swim
each day. His fish bowl is small. He goes from
side to side quickly. I think he would like a
bigger bowl. I could get him a fish tank. It
would be bigger than his fish bowl. He would
get to swim farther in a tank. He could swim
up and down. He could swim side to side. I
can go to the pet store to look at fish tanks.
I could get Flash a new fish friend, too. I
think he would like a new fish tank. I think he
would like a new fish friend, too.
Errors:
Day 1 ______ Day 2 ______ Day 3 ______
Total Word Count:115
Level G
AC 2015
#8More Books
The book store was having a sale. I couldn’t wait to go! My mom told me I
could spend $3. I thought I could get one book with $3. When we got to the
book store, it was full of books. There were books on carts. There were
books on shelves. “Look at this shelf,” my mom said. “These books are only $1
each.” “That means more books for me!” I said. I found three books to read.
We went up to the counter. I paid the clerk $3 for my three books. I put my
new books in my bag. I couldn’t wait to get home to read them all!
SALE $1 each
SALE $3 each
Level H
Name: __________________________Fluency Fun:
Day 1: ___________
Day 2: ___________
Day 3: ___________
9
19
29
39
47
55
63
71
80
90
100
109
111
AC 2015
Fluency Check:
I read at a good pace.
I read too fast.
I read too slow.
I self corrected.
My score improved.
I read with expression.
Fluency Goal:
I will _____________
________________
#8 More Books
Day 1 ______ Day 2 ______ Day 3 ______
Errors:
Total Word Count:111
The book store was having a sale. I couldn’t
wait to go! My mom told me I could spend
$3. I thought I could get one book with $3.
When we got to the book store, it was full
of books. There were books on carts. There
were books on shelves. “Look at this shelf,”
my mom said. “These books are only $1
each.” “That means more books for me!” I
said. I found three books to read. We went
up to the counter. I paid the clerk $3 for
my three books. I put my new books in my
bag. I couldn’t wait to get home to read
them all!
Level H
AC 2015
#9
Mike had spent most of the day inside. He wasn’t feeling very well. It was not fun being
inside all day. Mike just wanted to go outside. He thought of one thing he could do outside.
Mike grabbed his book and a blanket. He told his dad he was going to go outside. His dad
made him a sandwich. His dad told him to eat it if he got hungry. Mike set up his blanket
and laid down to read. He felt better just from being in the fresh air. He started to read
his book. It was all about airplanes. Mike loved reading about airplanes. Mike was so busy
reading he didn’t see what happened next. His sandwich was on the blanket. But Mike was
not hungry. Two ants saw the sandwich. The ants were hungry. They snuck over to the
sandwich. Mike still didn’t see them. They picked up the sandwich and quickly walked
away with it. The sandwich was long gone before Mike noticed. “Yum, yum,” said the ants.
“A huge sandwich just for us!”
Yum! Yum!
Yum! Yum!
Level H
Name: __________________________Fluency Fun:
Day 1: ___________
Day 2: ___________
Day 3: ___________
10
21
32
42
54
67
79
91
101
110
119
130
139
149
158
167
177
178AC 2015
Fluency Check:
I read at a good pace.
I read too fast.
I read too slow.
I self corrected.
My score improved.
I read with expression.
Fluency Goal:
I will _____________
________________
#9 Yum! Yum!
Day 1 ______ Day 2 ______ Day 3 ______
Errors:
Total Word Count:178
Mike had spent most of the day inside. He wasn’t
feeling very well. It was not fun being inside all day.
Mike just wanted to go outside. He thought of one thing
he could do outside. Mike grabbed his book and a
blanket. He told his dad he was going to go outside. His
dad made him a sandwich. His dad told him to eat it if
he got hungry. Mike set up his blanket and laid down to
read. He felt better just from being in the fresh air. He
started to read his book. It was all about airplanes.
Mike loved reading about airplanes. Mike was so busy
reading he didn’t see what happened next. His sandwich
was on the blanket. But Mike was not hungry. Two ants
saw the sandwich. The ants were hungry. They snuck
over to the sandwich. Mike still didn’t see them. They
picked up the sandwich and quickly walked away with
it. The sandwich was long gone before Mike noticed.
“Yum, yum,” said the ants. “A huge sandwich just for
us!” Level H
AC 2015
#10We are Builders
My dad is a builder. He spends a lot of time building
things. My dad has a bright yellow hard hat. He got me
a hard hat too. My hat looks just like his. When I help
my dad, I put on my hard hat. My dad makes a lot of
things. He has built bookshelves, chairs and tables. The
best thing he can build is a house. He even built our
house! When I grow up, I want to be a builder too.
For now, I help my dad build things. My dad shows me
how to make everything. Sometimes I even get to help
him. I like to watch him while he builds things. I help
him by bringing him things that he needs to use. My
dad likes when I help him. We both like being builders!
Level H
Name: __________________________Fluency Fun:
Day 1: ___________
Day 2: ___________
Day 3: ___________
11
20
32
44
55
63
73
85
95
103
114
123
134
140
AC 2015
Fluency Check:
I read at a good pace.
I read too fast.
I read too slow.
I self corrected.
My score improved.
I read with expression.
Fluency Goal:
I will _____________
________________
#10 We are Builders
Day 1 ______ Day 2 ______ Day 3 ______
Errors:
Total Word Count:140
My dad is a builder. He spends a lot of time
building things. My dad has a bright yellow hard
hat. He got me a hard hat too. My hat looks just
like his. When I help my dad, I put on my hard
hat. My dad makes a lot of things. He has built
bookshelves, chairs and tables. The best thing he
can build is a house. He even built our house!
When I grow up, I want to be a builder too. For
now, I help my dad build things. My dad shows
me how to make everything. Sometimes I even
get to help him. I like to watch him while he
builds things. I help him by bringing him things
that he needs to use. My dad likes when I help
him. We both like being builders!
Level H
AC 2015
#11A Fluffy Cat
Molly has a pet cat. It is a big, fluffy cat. The cat’s name is Snuggles. Snuggles
has brown, fluffy fur. Molly loves to snuggle with her cat. Snuggles is a perfect
name for her. Snuggles likes to curl up in Molly’s lap. Molly pets Snuggles while
she sleeps in her lap. Molly also plays with Snuggles. She has a toy mouse that
Snuggles likes to chase. Molly bought a pink bed for Snuggles. Snuggles likes to sit
in the bed. She meows when she is in there. Molly thinks that is because she likes
her bed. It is very soft and comfy. Molly also got Snuggles a food dish. It is pink,
to match her bed. Molly loves her cat.
Level I
Name: __________________________Fluency Fun:
Day 1: ___________
Day 2: ___________
Day 3: ___________
11
18
26
35
44
52
61
68
76
87
95
104
114
121
AC 2015
Fluency Check:
I read at a good pace.
I read too fast.
I read too slow.
I self corrected.
My score improved.
I read with expression.
Fluency Goal:
I will _____________
________________
#11 A Fluffy Cat
Day 1 ______ Day 2 ______ Day 3 ______
Errors:
Total Word Count:121
Molly has a pet cat. It is a big, fluffy cat.
The cat’s name is Snuggles. Snuggles has
brown, fluffy fur. Molly loves to snuggle with
her cat. Snuggles is a perfect name for her.
Snuggles likes to curl up in Molly’s lap. Molly
pets Snuggles while she sleeps in her lap.
Molly also plays with Snuggles. She has a toy
mouse that Snuggles likes to chase. Molly
bought a pink bed for Snuggles. Snuggles likes
to sit in the bed. She meows when she is in
there. Molly thinks that is because she likes
her bed. It is very soft and comfy. Molly
also got Snuggles a food dish. It is pink, to
match her bed. Molly loves her cat. Level I
AC 2015
#12
I have the best pet. His name is Speedy. He runs fast everywhere he goes. I like to spend a lot of time with Speedy. So does everyone else. My mom is always wanting to hold him on her lap. My sister is always trying to dress him up. But, I have the perfect spot for Speedy. It is a spot just for us. It is my tree house. No one else can come up to the tree house. I like to sneak Speedy out of the house when everyone is busy. I grab my book and head for the door. Speedy can always tell when we are headed for the tree house. He races to the back door with me. As soon as I open the door, he speeds to the tree. He always gets there before I do. Then I carry him up the stairs. It is too hard for him to get up there himself. Speedy loves spending time in the tree house with me. It is a great spot just for the two of us!
Just for Us
Level I
Name: __________________________Fluency Fun:
Day 1: ___________
Day 2: ___________
Day 3: ___________
12
24
33
44
56
70
83
93
103
114
127
137
150
160
172
179
AC 2015
Fluency Check:
I read at a good pace.
I read too fast.
I read too slow.
I self corrected.
My score improved.
I read with expression.
Fluency Goal:
I will _____________
________________
#12 Just for Us
Day 1 ______ Day 2 ______ Day 3 ______
Errors:
Total Word Count:179
I have the best pet. His name is Speedy. He runs fast
everywhere he goes. I like to spend a lot of time with
Speedy. So does everyone else. My mom is always
wanting to hold him on her lap. My sister is always
trying to dress him up. But, I have the perfect spot for
Speedy. It is a spot just for us. It is my tree house. No
one else can come up to the tree house. I like to sneak
Speedy out of the house when everyone is busy. I
grab my book and head for the door. Speedy can
always tell when we are headed for the tree house. He
races to the back door with me. As soon as I open the
door, he speeds to the tree. He always gets there
before I do. Then I carry him up the stairs. It is too
hard for him to get up there himself. Speedy loves
spending time in the tree house with me. It is a great
spot just for the two of us!
Level I
AC 2015
#13Dinosaur Books
Jon has a book with him all the time. He didn’t know how to
read before. At first, he didn’t look at books a lot. Then he
found some books about dinosaurs. Jon loves dinosaurs. He
tried reading the dinosaur books each day. He got better
each day. Now, he can read very well. He likes to read
about all kinds of animals. But, he likes to read about
dinosaurs the most. He reads the books to his mom. His
mom likes when he reads to her. She asks Jon to tell her
what he learned from the book. Jon can tell a lot about
what he learned. He reads the books to his dog, too. His dog
just sits and wags his tail. Jon thinks his dog likes the books,
too. Jon can’t wait to read more books!
Level I
Name: __________________________Fluency Fun:
Day 1: ___________
Day 2: ___________
Day 3: ___________
11
21
31
38
47
58
68
77
88
98
109
120
130
139
AC 2015
Fluency Check:
I read at a good pace.
I read too fast.
I read too slow.
I self corrected.
My score improved.
I read with expression.
Fluency Goal:
I will _____________
________________
#13 Dinosaur Books
Day 1 ______ Day 2 ______ Day 3 ______
Errors:
Total Word Count:139
Jon has a book with him all the time. He didn’t
know how to read before. At first, he didn’t look
at books a lot. Then he found some books about
dinosaurs. Jon loves dinosaurs. He tried reading
the dinosaur books each day. He got better each
day. Now, he can read very well. He likes to read
about all kinds of animals. But, he likes to read
about dinosaurs the most. He reads the books to
his mom. His mom likes when he reads to her. She
asks Jon to tell her what he learned from the
book. Jon can tell a lot about what he learned. He
reads the books to his dog, too. His dog just sits
and wags his tail. Jon thinks his dog likes the
books, too. Jon can’t wait to read more books!
Level I
AC 2015
#14
My sister and I play on the same baseball team. Everyone says we make a great pair.
She is the pitcher. I am the catcher. She always throws the ball right to me. I almost
always catch it right in my glove. We play baseball all the time. We have practice twice a
week with our team. When we aren’t with them, we play at our house. Each morning we
wake up and run out to the backyard. We both grab our gloves and start practicing. My
sister even can throw the ball in many ways. She can throw a fastball and a curveball.
Sometimes it even hurts my hand to catch the ball! We have been practicing for a few
weeks now. Our first game is next week. We are so excited to play against another team.
My sister and I hope we play well against the other team, like we do at home!
A Great Pair
Level J
Name: __________________________Fluency Fun:
Day 1: ___________
Day 2: ___________
Day 3: ___________
10
20
29
41
50
59
68
78
87
97
106
117
127
136
146
155
AC 2015
Fluency Check:
I read at a good pace.
I read too fast.
I read too slow.
I self corrected.
My score improved.
I read with expression.
Fluency Goal:
I will _____________
________________
#14 A Great Pair
Day 1 ______ Day 2 ______ Day 3 ______
Errors:
Total Word Count:155
My sister and I play on the same baseball team.
Everyone says we make a great pair. She is the
pitcher. I am the catcher. She always throws the
ball right to me. I almost always catch it right in my
glove. We play baseball all the time. We have
practice twice a week with our team. When we
aren’t with them, we play at our house. Each
morning we wake up and run out to the backyard.
We both grab our gloves and start practicing. My
sister even can throw the ball in many ways. She
can throw a fastball and a curveball. Sometimes it
even hurts my hand to catch the ball! We have been
practicing for a few weeks now. Our first game is
next week. We are so excited to play against
another team. My sister and I hope we play well
against the other team, like we do at home!
Level J
AC 2015
#15
My friends and I want to go camping. Our parents say we have to be a little older before
we go. They told us they had an idea. Our parents said we could have a small campfire.
They set it up in the backyard. Once they got the fire roaring, they told us to find some
sticks. My friends and I each grabbed a stick. Our parents then asked if we wanted to
roast marshmallows or hotdogs. I picked a hotdog. Doug and Lily picked marshmallows. We
stuck the marshmallows and hotdog on the end of our sticks. We then carefully held them
above the fire. We roasted the food for a short time. Once the marshmallows and hotdog
were roasted we took them away from the fire. We then waited until they cooled off.
We all took a bite at the same time. Each one of us loved our choice. The campfire idea
had been so much fun! We couldn’t wait to go camping.
Campfire Fun
Level J
Name: __________________________Fluency Fun:
Day 1: ___________
Day 2: ___________
Day 3: ___________
11
24
35
45
56
66
74
83
90
101
112
120
130
142
152
162
165
AC 2015
Fluency Check:
I read at a good pace.
I read too fast.
I read too slow.
I self corrected.
My score improved.
I read with expression.
Fluency Goal:
I will _____________
________________
#15 Campfire Fun
Day 1 ______ Day 2 ______ Day 3 ______
Errors:
Total Word Count:165
My friends and I want to go camping. Our parents say
we have to be a little older before we go. They told us
they had an idea. Our parents said we could have a
small campfire. They set it up in the backyard. Once
they got the fire roaring, they told us to find some
sticks. My friends and I each grabbed a stick. Our
parents then asked if we wanted to roast
marshmallows or hotdogs. I picked a hotdog. Doug and
Lily picked marshmallows. We stuck the marshmallows
and hotdog on the end of our sticks. We then carefully
held them above the fire. We roasted the food for a
short time. Once the marshmallows and hotdog were
roasted we took them away from the fire. We then
waited until they cooled off. We all took a bite at the
same time. Each one of us loved our choice. The
campfire idea had been so much fun! We couldn’t wait
to go camping.
Level J
TPT: http://www.teacherspayteachers.com/Store/Aylin-Claahsen
Blog: http://dailylearningtothecore.blogspot.com
Instagram: http://instagram.com/learningtothecore
Facebook: https://www.facebook.com/learningtothecore
Pinterest: http://www.pinterest.com/learntothecore/
Twitter: https://twitter.com/learntothecore
Youtube: Aylin Claahsen https://www.youtube.com/channel/
UCm8oQYpqLseaq_OqhRG0JWA
If you are looking for more leveled reading passages for your classroom, please click the link below to check out other similar packs
from my store. I have leveled passages all the way from Pre A-V! https://www.teacherspayteachers.com/Store/Aylin-Claahsen/Category/Guided-Reading-Passages-165639
AC 2017
Join in on the fun! Stay up to date on new packs, literacy ideas and freebies by following along:
Thank you so much for purchasing this product from my store! This product is for personal use/single classroom
use only. If you would like to make copies of these materials for another teacher(s), please purchase
additional licenses (for half price!) by returning to your “My Purchases” page. Please also know that placing any
part of this product on the Internet (including classroom, school or district websites) is prohibited by the Digital
Millennium Copyright Act (DMCA). Feel free to contact me for express written consent for special circumstances. I
can be reached at [email protected]. Please let me know if you have any questions or if you notice something that needs to be fixed and I will make
the necessary changes right away. Please also follow my TPT store to receive updates about new products. I would love to hear from you in the feedback section
about this product on TPT. {Don’t forget feedback gets you TPT points to use toward future purchases!}
I hope your students love this pack! Enjoy!
Aylin
Created by: Aylin Claahsen http://www.teacherspayteachers.com/Store/Aylin-Claahsen Font From the Pond http://frompond.blogspot.com Fonts by: http://www.teacherspayteachers.com/Store/Hello-Literacy Fonts by: https://www.teacherspayteachers.com/Store/Kimberly-Geswein-Fonts Fonts by: https://www.teacherspayteachers.com/Store/A-Perfect-Blend Graphics by: https://www.teacherspayteachers.com/Store/Whimsy-Clips Graphics by: Krista Wallden http://www.teacherspayteachers.com/Store/Krista-Wallden Borders by: Bilingual Scrapbook https://www.teacherspayteachers.com/Store/Bilingual-Scrapbook Graphics by Ashley Hughes: https://www.teacherspayteachers.com/Store/Ashley-Hughes-A-Hughes-Design Graphics by: Melonheadz Illustrating http://www.melonheadzillustrating.blogspot.com Graphics by: Zip-a-dee-doo-dah Designs http://www.teacherspayteachers.com/Store/Zip-a-dee-doo-dah-Designs
Credits:
Thank you!