Bundle High - Low Level Reading Comprehension & Fluency: 2-3 Grade Reading Level

High interest - low level reading comprehension and fluency passages for grades 5-12. These passages are perfect for older struggling readers and are aligned with the middle school and high school standards English Language Arts. All non-fiction / informational Text. All passages will a reading grade level of 2nd-3rd - or between 410L to 600L.

1. PDFs to print for packets, classroom work or take home.
2. GOOGLE Slides
3. Easel which can be uploaded to Google and other platforms

These are HIGH INTEREST-LOW LEVEL READABILITY PASSAGES – perfect for Distance, Digital, hybrid and Classroom learning. Because students are able to read the passages on their own and complete quick comprehension and standards-based assessments, they are great for centers, homework or distance learning.

The assessments contain three to four multiple-choice questions and/or constructed-response questions- plus 1/2 include timed fluency practice with complete instructions.

This resource is perfect for reluctant older readers who need reading practice but are put off by text that looks “young” or “babyish.” The passages revolve around interesting places and people and things from pop culture.

They are research-based and appeal to students in grades 5 through 12.

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This resource works well with...

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Multi-Syllable Word TASK CARDS for Older Students VC/V

Intervention: Multi-Syllable Word Unit for Older Students VC/V - Fluency Plus

More About the Resources Included: These High Interest, Low Level reading comprehension and fluency passages are for grades 5-12. They are perfect for older struggling readers and are aligned with the middle school and high school CCSS for English Language Arts. The activities are Native American themed. They work for Native American Heritage Month or anytime.

These are HIGH INTEREST-LOW LEVEL READING COMPREHENSION PASSAGES. The research-based strategy of having students read the same passages multiple times to increase both fluency and comprehension – repeated reading – is the framework for these activities.

These high interest low level reading comprehension and fluency passages for older students are perfect for distance, digital, hybrid and classroom learning. The activities also work as bellringers, homework, RTI and for centers. The passages are designed for students to read on their own and complete quick comprehension assessments. The assessments contain four to five multiple-choice questions.

These passages, with reading comprehension assessments and fluency practice, that are high interest but at accessible reading levels. This resource is perfect for reluctant older readers who need reading practice but are put off by text that looks “young” or “babyish.”

The reading techniques used in this resource are research-based and appeal to students in grades 5 through 12. Lexile levels are included.

*Repeated reading research: The idea of repeated reading emerged as a result of the writings of S. Jay Samuels (1979) and Carol Chomsky (1978). They found, in separate studies, that engaging people in repeatedly reading texts aloud improved reading ability. Scientific studies (e.g., LaBerge & Samuels) revealed the importance of “automaticity” of reading. Readers must be able to decode without thinking about decoding. We only have so much thinking space available. The more cognitive space devoted to figuring out words, the less available to grasp the text's meaning. Samuel’s subsequent research in repeated reading proved that RR could help readers to gain automaticity and help readers master the art of reading words accurately and with sufficient speed.

Repeated Reading is a particular method proposed by S. Jay Samuels to develop decoding automaticity with struggling readers. In this approach, students are asked to read aloud short text passages (50-250 words) until they reach a criterion level of success (particular speed and accuracy goals). It is important to keep within this range so that when students reread, memory becomes a useful scaffold. The longer the text, the harder to carry over what was figured out on the first reading. Other research emphasized the importance of using texts that share a lot of vocabulary – these do. That way, when a student improves with one text, it is certain to immediately carry over to the next. The research suggests that three readings should be sufficient. Three readings and it is time to move on to another text. These fluency passages are meant to be read twice. The corresponding comprehension pieces once. That said – there is space for three fluency scores on the fluency pages as some teachers practice fluency separately.