December Resources and Freebies

Winter Solstice Around the World Unit Reading Comprehension and Fluency

This a student-centered, print-n-go, turn-key fluency, reading comprehension and standards-

based Winter Solstice Around the World Unit. Please look at the preview - it is the entire print version of the resource. Included are print, Google Slide and Easel versions.

Table of Contents

Fluency Research page 3

Evidence-Based Program and Lexile Measures page 4

Lexile Grade Level Reading Chart page 5 

Fluency Instructions and Optional Instructional Script page 6

Fluency Passage 1: Zuni Winter Solstice 810L-1100L page 8

Comprehension Check

Close Read

Fluency Passage 2: Zuni Winter Solstice in Depth 810L-1100L page 10

Comprehension Check

Close Read

Text-to Text Zuni Shalako Compare Two Texts page 13 

Shab-E Yalda, Iran 810L-11100L page 14

Shab-E Yalda, Iran Construct a Brochure page 15

Monsters of the Winter Solstice 810L-1100L page 16

Fluency Passage 3: Saturnalia 810L-1010L page 17

Comprehension Check page 18

Saturnalia Left Hanging page 19

Answers page 20

December Intervention Bundle - A Christmas Carol & December Holidays

December Intervention Bundle includes reading comprehension and fluency for both informational text and fiction. Engaging high interest low level work for older struggling readers. Includes "A Christmas Carol," Christmas, Hanukkah, Kwanzaa, Yule, Christmas Around the World, and more.

Resource 1 : High Low Reading Comprehension for Older Students December Christmas Hanukkah +

SET 9:  20 High interest, low level reading comprehension passage for grades 5-12 that are December Holiday-themed. These reading comprehension passages are perfect for older struggling readers and include Hanukkah, Christmas, Kwanzaa, and more. 

These December Holiday-Themed passages are diverse and inclusive to deal with the December Dilemma.

Passages are at reading levels grade 1-3 - without sounding OR LOOKING like it.

20 High Interest, Low Level reading passage for grades 5-12. These passages are perfect for older struggling readers and are aligned with the middle school and high school English Language Arts CCSS. 

This resource contains:

1. A printable PDF for packets or classroom work – with lines for students to complete their work
2. Answer document
3. Easel version

For Google Drive Version Click Here.

These are 20 HIGH INTEREST-LOW LEVEL READABILITY PASSAGES – perfect for Distance, Digital, Hybrid and Classroom learning. They are designed for students to read on their own and complete quick assessments. The assessments contain four to five multiple-choice questions and one or two short constructed-response questions or are otherwise standards-based.

20 reading passages, with comprehension assessments, 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. Readability scores were determined using the Renaissance ATOS calculator. 

Passages:

Zuni Winter Solstice page 8

Dong Zhi page 9

Hopi Soyal page 10

Hanukkah page 11

Hanukkah Fun - The Dreidel – Fact and Opinion page 12

Ramadan page 13

A Day During Ramadan – Fact or Opinion page 14

When is Ramadan page 15

Kwanzaa page 16

Christmas page 17

Christmas Tree Facts page 18

Christmas Around the World page 19

Yule page 20

Bodhi Day page 21

Boxing Day page 22

Krampusnacht page 23

Fact and Opinion – Human Rights Day page 24

Three Kings Day page 25

December at School page 26

History of Christmas Carols page 27

The Hanukkah Song page 28

Answers page 29

Thank you for looking!

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Resource 2: A Christmas Carol A NOVEL in High Low Reading Comprehension Fluency Passages

Here is the entire novel A Christmas Carol by Charles Dickens divided into high interest - low level reading passages. Passage reading levels range from 2 to 3.6 . Standards-Aligned assignments, fluency checks, and comprehension work for each of the 20 passages. Plus, literary devices and higher order thinking questions designed specifically for older students struggling or reluctant readers. 

This is an engaging story that older, lower-level readers my never experience – but should.  A Christmas Carol has all of the elements that engage teens who now are able access the story,

themes and brilliance of Dicken's classic - at a lower reading level. Each passage has a comprehension assessment, fluency check and Cloze Read. The passages are meant to be read in order. 

Perfect for homework, classwork, standards-based ELA instruction and distance learning-- this resource contains multiple versions – 68-page pdf, Easel and Google - for all learning situations. 

High Interest – Low Readability passages are perfect for both in class and distance learning Why? Because students are able to read the passages on their own and complete quick comprehension assessments, access literary devices, and practice fluency.

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 are A Christmas Carol for them.

Written using research-based techniques – the passages repeat words, scaffold and introduce vocabulary. Research is included.

Readability scores are determined in Lexile Levels. 

Christmas TABOO game + Slideshow + free envelope

Christmas Math Puzzle Challenge Brain Teasers with FREEBIE

Teaching Reading + Freebies to Help Teach in December Part 1

The reading process should focus on student learning before teaching practices. What does that mean? The steps of the teaching and learning progression are specific and include:

1. Instructional strategies specific to the learning situation at hand.
2. Teacher awareness of teaching strategy on student mental processes
3. Enhanced student learning

Within the progression are feedback, content and context. Feedback, or formative assessment, is essential to the information loop educators must establish so students know

what they need to learn, the best way to learn it, what their current level of performance is and how that level changes as learning goals approach proficiency.

1. Feedback: Communicating clear and precise learning objectives. It is essential for students to understand what they are supposed to master and where they are in the progression of learning.
2. Feedback: Formative assessment in a continual loop. Students understand how feedback relates to the progression of knowledge they are supposed to master.
3. Content: Direct instruction - including what is important and how all of the parts fit together.
4. Content: Student practice and active learning - including student-centered learning. Application and practice of concepts.
5. Content: Using differentiated teaching strategies.
6. Context:  Building relationships. Students feel welcome, accepted and valued.
7. Context: Communicating high expectation for all. This ensures that even reluctant students feel valued and are open to interact with their teacher or other students.
8. Context: Engaging students. It is essential for students to be engaged, alert, energized, intrigued and paying attention.
9. Content refers to what is being taught including the lesson, pace and sequence. This is imperative so students can move from the initial phases of understanding to creative application of ideas.

Within the above are models for teaching instruction.

Resources to help you get there.

Freebies:  

FREEBIE Native American High Interest Low Level Reading Comprehension & Fluency
FREEBIE: Miwok Readers (3 Scripts) Theater Unit: Legends, Close Reading, Fluency
Freebie! Fast Fluency Practice Non-Fiction: Fluency & Comprehension Gr 5-12

High Low Readings Set 1

High Low Readings Set 2

High Low Readings Set 3

High Low Readings Set 4

High Low Readings Set 5

High Low Readings Set 6 20 High Interest: Low Level Reading: First 100 Word-Based Grades 5-12

High Low Readings Set 7

High Low Reading Set 8

High Low Reading Set 9 – December Holiday Themed

60 High Low Reading Passages-Sets 4, 5, & 6: Multiple Formats - BUNDLE 3

11 - ELEVEN High Low Reading AND Fluency Resources MEGA Bundle

20 SPOOKY High Low Passages - Google, Form Fillable PDF - Hybrid Ready

High Low Reading Fiction Passages w/ Interactive Workbook - Passages at 2 Levels

GROWING HIGH INTEREST: LOW LEVEL BUNDLE

Sets 1, 2, and 3 High Low Bundle

Thanks for looking. 

#teaching #specialeducation #readingcomprehension #formativeassessment 

Formative Assessment - Student Engagement and Teaching Inference and Reading Comprehension - Embedded Intervention

Blast from the past: formative assessment  is an essential learning tool, but it is not used for grading - rather it is an opportunity for students to learn and for teachers to fill in any gaps – before students are graded. Yes, formative assessment is used before grading to discover what students know and during instruction to determine students’ level of understanding and just how they are progressing towards a particular learning goal.

Because formative assessment isn’t used for grading, students are comfortable making mistakes and asking for help. They are free to do their work, without the cloud of a grade hanging over them. Evidence suggests that the best students use all information formatively. Struggling students, however, are more apt to have negative feelings after failure. These feelings often get in the way of student learning. For struggling students, the value of any feedback is lost – overshadowed by low grades. Formative assessment offers the opportunity for every student to learn to use and value feedback.

What Formative Assessment Looks Like in a Fifth Grade Classroom

Close your eyes and imagine you are a fifth-grade teacher and today’s learning goals include applying reading standards for informational text, specifically: RL 5.1.1 and 5.1.2: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

This is a new skill for fifth grade and difficult for older struggling readers. For the those still trying to decode and understand the text - they only why they are going to learn to draw inferences is by reading text that is at their level, but doesn't look "primary."

This example is from the resource: 20 High Interest Low Level Reading Comprehension Passages Grades 5-12 - Random Sports

Have students read the following passage from the resource. It is at a 3.5 grade reading level. For resources at lower reading levels - see below. I have students read and think-pair-share the inference sheet.

As students work in pairs through the inference sheet I work through it verbally with the struggler(s). Hint - I have a three-ring binder open to a page with the headings: Child’s Name/Date, RL 5.1 Making Inferences, Teaching Point and What’s Next for this Child? Farther down the page is a sticky note listing two to three students’ names. These are the students I will assess today. I say: "We are working on inference - in other words – coming to a conclusion made by connecting what we know with the reading. 

So, we read the article. Let's read the inference paragraph. Read between the lines and tell me what you can infer from the reading, title and photos about the kind of football playing Spencer is. Follow up questions should be determined by student answers. 

After you work with individual students, circulate the room and gauge how all students are grasping the lesson. If they aren't pull together a mini-lesson from this resource or the resources listed below.

You’ve quickly and simply learned what students know and do not know, you have the information tucked away in your binder and should continue to refer to the information in your binder to drive instruction.

Inference for older students at lower reading levels. 

Grade Level 2-3: 

20 High Interest: Low Level Reading & Comprehension Passages Grades 5-12: Set 4

Grade Level 2: 

20 SUPERHERO Hi Low Reading Comprehension Passages, Activities Standards Aligned

#readingcomprehension #reading #intervention #scienceofreading

Teaching Thanksgiving and Resources to Help - Dealing with the Thanksgiving Dilemma

A colleague relayed this story to me:

"I had a parent scold me for telling fifth graders we were going to replace the word "Pilgrim" with the more accurate Separatist or English colonist and we were going to say Wampanoag rather than Indian or even Native American. Native Americans are culturally diverse each with their own governments and cultures. While Native American is fine to use, in this case, it would be the same as calling a Separatist the more encompassing "European." Her ire was simple - she was taught Pilgrims and Indians and she enjoyed the crafts each November brought when she was in school. She still had her Pilgrim hat after all.

She was little consoled when I told her we were going to make cornhusk dolls and learn to grind corn into a meal and cook with it. That we were to play traditional English games and celebrate Harvest Home - the three day "Thanksgiving" festival the Separatists probably celebrated during what we think of as "The first Thanksgiving." We'll look at Edward Winslow's letter and students will draw their own conclusions about who really invited the Wampanoag to the festivities. Students will learn about source documents, bias, and to critically think when interpreting them.

Excerpt from letter: "Our harvest being gotten in, our Governor sent four men on fowling, that so we might after a more special manner rejoice together, after we had gathered the fruits of our labours. They four in one day killed as much fowl as, with a little help beside, served the Company almost a week. At which time, amongst other recreations, we exercised our arms, many of the Indians coming amongst us, and amongst the rest their greatest king, Massasoit, with some 90 men, whom for three days we entertained and feasted. And they went out and killed five deer which they brought to the plantation and bestowed on our Governor and upon the Captain and others." https://clas.wayne.edu/news/what-the-first-thanksgiving-dinner-actually-looked-like-29739. Retrieved November 1, 2022 

What do you think? Anyway...

Mostly, we will learn that as time goes on and facts are revealed - history realigns. It doesn't change - we just gather more evidence over time, so we know more. I guess this is unacceptable to some parents. Most are fine with it. Many are even refreshed, but how did we get to a place where so many people won't let students look at evidence and decide their truth  based on facts?

Other things I'm going to do that have yet to be controversial, but November is still early. We researched our Native tribes and invited them to come and talk to our class. We are going to learn to tell traditional stories and one mom is going to make us her tribe's version of tacos! We'll learn who the Separatists are and why they came. We'll learn about the rich history of harvest festivals and the rich history of giving thanks or Thanksgiving celebrations.

Thanksgiving offers a great starting point to learn about the culture of America's first people, and that can be done without vilifying anyone. None of our students were Separatists in the 1600s. And what happened in history is not for us to arbitrarily alter or to hold our students responsible for - not even unintentionally. 

What are you talking about? I'd never do that, you say. When presenting material that can be controversial it is imperative to speak generally. In this instance, for example, "we" did not come to this country, "the Separatists" did. The people they found were not wild and unc

ultured. They had deep, diverse, cultures, they had monetary and trade systems, they had governments. Some had even traveled away from the Americans. This is an excellent time to emphasize that different is not bad or lesser than - just different."

Lastly, sharing November with Native American Heritage Month is a great thing. When colonists went to new lands they encountered new people. As history passed, good and bad, cultures changed and morphed and will continue to do so until the end of time. This is not condoning what happened to the Native Americans or vilifying anyone who lives today - but asking that we let our students learn and grown.

Celebrate November - learn about your local Native population. Gather with them. Have a harvest festival. Eat a turkey and give thanks. Share traditions. After all, since the beginning of time, through what we call the "First Thanksgiving" and beyond to how we celebrate today - the meaning behind the holiday is to give thanks - and that's a good thing.

Great Resources to Help You In Your Classroom

• Rethinking Thanksgiving Celebrations: Native Perspectives on Thanksgiving - Smithsonian 
• National Geographic Kids: The First Thanksgiving
• Rethinking Thanksgiving - University of Michigan 
• Center for Racial Justice - Teaching Thanksgiving
• NPR What Educators Need to Know About Teaching Thanksgiving

Turn-Key Lessons

• Thanksgiving Unit Comprensive, Standard-Based with Reading Comprehension
• Bundle: Native American Reading Comprehension, Text Structures, Readers Theater, Cultural Lessons, and Much More
• FREEBIE: Native American High Interest Low Level Reading Comprehension & Fluency
• Native American High Interest Low Level Reading Comprehension Thanksgiving
• Thanksgiving Math Project | Thanksgiving Math Activities

Dive into November with Native American Studies

Early Finishers for Thanksgiving & Fall Standard-Based, ELA Math Google & Easel

This version contains 105 form - fillable PDF Google Slide, and Easel versions of Early Finishers for Thanksgiving & Fall | Standard-Based, Reading Comprehension.

These are engaging, standards-based activities that reinforce learning. These are digital and

printable brain breaks perfect for early finishers, extra-work folders, back table work, bell ringers and more.

These printable or digital Finishers are ideal as daily warm-ups as well. These high interest, creative, fun and challenging activities offer a broad range of print-in-go puzzles, brainteasers and creative activities to enable practice of CCSS based and 21st Century Learning skills.

These activities can be used independently, in pairs, as bell ringers or as early finishers.

This file contains both a printable PDF and a form fillable PDF.

Also included is an 8 page FREEBIE sampler of - sampler of my high interest low level reading comprehension and fluency resource for November | Native American Heritage Month : Native American High Interest Low Level Reading Comprehension + Fluency | GR.5-12

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.

Interest Level Grades 5-12

Passage Reading Level Grade 2-3 - Lexile Level 410L-600L

There are two reading comprehension passages with corresponding fluency passages and quick comprehension checks/ 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.

Bundle: Native American Reading Comprehension, Text Structures, Readers Theater and Differentiated Cross-Curricular Units

Huge bundle perfect for Native American Heritage Month. Differentiated resources include reading comprehension at multiple levels, fluency practice, readers theater, text structures, crafts, activities and more. All purpose bundle for a month of student engagement. Hit all of the informational text and fiction reading standards.

Resource 1: Cheyenne Differentiated Standards-Based & Reading Comprehension Unit + Webquest: HIGH INTEREST CHEYENNE Cross Curricular Non-Fiction Student Centered Lesson - Differentiated for Grades 4th - 12th. 

Standards-Based - The Noble Cheyenne - With Mo-Chi: Cheyenne Woman Warrior WebQuest

This resources contains ten reading passages and over 30 pages of activities that include close reading, fluency, comprehension, word work, conventions, informational text skills, writing and more. 

Readings:

•The Cheyenne

•Porcupine

•Cheyenne Facts

•Cheyenne Dog Soldiers

•Mo-Chi Female Warrior Plus...

• Mo-Chi WebQuest with Sand Creek Information

•Cheyenne Governing System

•The Indian Wars

•Cheyenne Warriors

•Northern Cheyenne

•Cheyenne Timeline:

This resource is standards-based, engaging and may be used for classroom, take-home packets, online, or a hybrid of any and all combinations. It is perfect for whole class, early finishers, centers and more. 

Important Native American studies for today's classroom.

In this resource, you will find: 

• A Form Fillable PDF of the High Low
• PDF for printable packets or classwork
• PowerPoints of both PDFs
• Instructions and Information
• Webquest: Mo-chi

Each reading passage or article is leveled using the Lexile Analyzer and the ATOS Renaissance Calculator . A grade level conversion chart in included. 

Resource 2: Navajo Standards-Based Activities & Reading Comprehension Unit

Engaging NAVAJO Cross Curricular Non-Fiction Student Centered Lesson Differentiated for Grades 4th - 12th. This contains reading comprehension, fluency and deep learning.

Standards-Based - MINI- WEBQUEST included.

This resources contains ten reading passages and over 27 pages of activities that include close reading, fluency, comprehension, word work, conventions, informational text skills, writing and more. 

Resources 3-6: Readers Theater and Native American Standards-based Units - Eight readers theaterscripts with lead in and follow-up assignments perfect for grades 3-8. The units come complete with reading comprehension and fluency passages and standards-based work. Plus, projects, crafts and engaging classroom activities.

The Eight READERS THEATERs are based on NATIVE AMERICAN LEGENDS from the Virginia Algonquin, Miwok, Cherokee, Haudenosaunee.

Each readers theater script is rounded out with fluency passages, comprehension checks, warm-ups, informational reading, close reading and more. 

This is a complete unit perfect for fall, harvest, Thanksgiving or anytime. There are also PowerPoint presentations that give an overview of the Virginia Algonquin, Miwok, Cherokee and Haudenosaunee.

Readings:

•The Navajo: Lexile 610L-800L

•One Creation Story: Lexile Level 610L-800L

•Navajo Facts: Lexile Level 610L-800L

•Navajo Code Talkers: Lexile Level 810—1000L

•Navajo Art: Lexile Level 810L-1000L

•1860 and the Navajo: Lexile Level 1010L-1200L

•Summarizing Non-Fiction - Navajo: Lexile Level 1010L-1200L

•The Navajo Homeland: Lexile Level 610L-800L

•Dr. Fred Begay: Lexile Level 1010L-1200L

Alternative Lower-Level versions of the Fluency Passages are on pages 9 and 10 of this packet.

The Navajo Settle in the Southwest

This resource is standards-based, engaging and may be used for classroom, take-home packets, online, or a hybrid of any and all combinations. It is perfect for whole class, early finishers, centers and more. 

Important Native American studies for today's classroom.

According to the US Department of Health and Human Services the average adult American reads at grade level 7. These passages are designed to engage reluctant readers and help improve their flow of reading while working to increase student reading level.

Readings:

• Passage 1: page 2 – Lexile 410L-600L
• Passage 2: page 5 - Lexile Level 410L-600L
• Passage 3: page 7 – Lexile Level 610L-800L
• Passage 4: page 9 – Lexile Level 410L-600L
• Passage 5: page 14 – Lexile Level 410L-600L
• Passage 6: page 15 – Lexile Level 410L-600L
• Passage 7: page 16 – Lexile Level 410L-600L

Resource 7: Chief Black Kettle WEBQUEST - Moke-ta-ve-to- Cheyenne - Grades 5-12. This high-interest and engaging WebQuest spans the life times, treaties, battles and disappointments and tragedies of Chief Black Kettle and his Cheyenne as they navigate through treaty after treaty broken - in an attempt to preserve a way of life that was ever changing.