FREEBIE: Miwok Readers (3 Scripts) Theater Unit: Legends, Close Reading, Fluency

Free! The student workbook comes in printable PDF and form fillable PDF. 

The student workbook comes in printable PDF and form fillable PDF. Fluency, reading comprehension, activities and more! The Powerpoint presentation is an

overview Miwok people life, culture, language and arts.

The Readers Theaters are an adaptations of "The Legend of Choo-too-se-Ka and Tis-sa-sak and The Thief of Fire - Foothills and Yosemite versions. This is part of the "Native Legends Series." CCSS - Common Core State Standards Aligned. Please look at my other like resources. Haudenosaunee Culture & Readers Theater Unit: Close Reading, Fluency Works great Print or Digital. Cherokee Culture and Readers Theater Unit: How the Deer Got His Horns.

Thanks for looking!

Table of Contents

• Readers Theater: Fluency, Comprehension and Lessons –
• Version Comparison 3
• Close Reading Anchor Chart 5
• The Legend of Fire Version 1
• “Theft of Fire Version 1” Close Read 7
• Miwok Roundhouse Warm-Up 8
• “Theft of Fire Version 1” Fluency 9
• “The Theft of Fire Version 1” Comprehension Assessment 10
• “The Theft of Fire Version 1” Active Listening Audience Worksheet 11
• The Legend of Fire Version 2
• “The Theft of Fire Version 2” 13
• “Theft of Fire Version 2” Close Read 14
• “Theft of Fire Version 2” Fluency 15
• “The Theft of Fire Version 2” Comprehension Assessment 16
• “The Theft of Fire Version 2” Active Listening Audience Worksheet 17
• The Legend of Choo-too-se-ka and Tis-sa-sak
• Legend of Choo-soo-se-ka and Tis-sa-sak: The Miwok of Yosemite Valley 18
• Legend of Choo-soo-se-ka and Tis-sa-sak Fluency 19
• Legend of Choo-soo-se-ka and Tis-sa-sak Comprehension 20
• Legend of Choo-soo-se-ka and Tis-sa-sak Active Listening 21
• 3 Readers Theater Scripts

FREEBIE Native American High Interest Low Level Reading Comprehension & Fluency Passages

 This is an eight page - 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.

The MAIN RESOURCE HAS 20 PASSAGES that are DIFFERENT from the two included here for free.  These passages, with reading comprehension assessments and fluency practice, 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.

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

•Samuels, S. Jay. “The Method of Repeated Readings.” The Reading Teacher, vol. 32, no. 4, Jan. 1979, pp. 403–408. International Literacy Association.

•Shanahan, Timothy. “Everything You Wanted to Know About Repeated Reading.” Reading Rockets, WETA Public Broadcasting, 4 Aug. 2017.

Put a Spin on Book Tastings with the Differentiated Holiday Idea for Students 4-12!

 

HALLOWEEN Interactive Notebook Book Tasting Activity: Comprehension - Standards

Comprehension - Standards - Interactive Notebooks AND Picture Books for Older Students! Need ideas for engaging Halloween Activities that can be part of a party AND are standards-based - how about this Modified Book Tasting. This activity works for grades 5-12 and covers the standards for literature. It is an interactive notebook activity based on fun October or Halloween themed picture books and it is a crowd pleaser.

This is an interactive notebook reading standards lesson that works for grades 4-12 that works as part of a holiday event or party for Halloween. Students are grouped. It is optional to set up a “Book Talk” environment - but an engaging festive piece. 

Step One: Select fall or Halloween picture books that will appeal to older students. Or just choose one or two and find multiple copies. Checking them out from the local public library is a great idea. Many public libraries are part of a large network, so you can order copies from other libraries to get a large selection. Plan ahead for next year – if you like to thrift – keep a lookout for fall themed picture books. I sent a note to parents every year asking them to look for “These Titles” if they thrift or buy from Scholastic. I include lists for all holidays and themes of the year. Here are some great ones for fall. There is a list of great picture books for older students on the following page.

Step Two: Prep and Set Up – Book Talk Interactive Notebook Party.

Materials: 

•14 Interactive Notebook Pages 

•1 placement per place setting (student)

•1 “Elements of the Book” worksheet per student

•Table numbers

•Signs

•Bunting for decorating 

•Invitation

•MORE, MORE, MORE

General book tasting instructions: Sent out invitation to your students a few days ahead of time. Don’t further explain the assignment. Cut out and assemble the bunting banner.

PREP: On the day of the assignment hang bunting banner. Set up six to eight tables. Place a
placement at each setting with a packet that includes the interactive notebook pages you are going to use. Either put art supplies in the middle of the table (crayons , colored pencils or markers) or have students use their own. Choose a “reader” for each table. Put the story ”reader” is going to read at their place setting. Explain that the ”reader” will read the story as the others listen, then they will work on the interactive notebook pages. I let them talk

Reflection: At the end of the activity have students fill out the “Reflections” worksheet.

Other Engaging Resources – Fall-Themed:

Engage Students in Reading with Book Tastings HALLOWEEN THEMED

GIANT BUNDLE: Halloween/October - High Interest Low Level

Morning Work for 4th Grade - OCTOBER - No Prep – Bellringers

Morning Work for 5th Grade - OCTOBER - No Prep

30 October Fall-Themed Standards-Based Reading Comprehension & Writing Warm-Ups

56 High Lo Reading Comprehension Passages for Halloween at 2 Levels

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

32 November/Fall Standards-Based Reading Comprehension & Writing Morning Work

Freebie Write a Fall Haiku

Bundle: Native American Reading Comprehension, Text Structures, Readers Theater+

FREEBIE Native American High Interest Low Level Reading Comprehension & Fluency

Bundle: 8 Native American Readers Theater with Reading Comprehension and Fluency

Please follow me for FLASH FREEBIES! https://www.teacherspayteachers.com/Store/Two-Pencils-And-A-Book – I do at least two FLASH FREEBIES per month. Don’t miss out.

High-Interest Low-Level Reading Passages: A Research-Based Approach for Older Struggling Readers w/ Free and Halloween Resources

Introduction

For older struggling readers, the ability to read proficiently can significantly impact academic success and self-esteem. Research in educational psychology suggests that utilizing high-interest low-level (HILL) reading passages can be a strategic approach to address the challenges faced by these learners (Brozo et al., 2007). HILL passages are texts with engaging content written at a readability level suitable for struggling readers, providing a powerful method to marry student interest with learning need, thus aligning with the fundamental principles of the science of reading.

The Science of Reading: An Insightful Perspective

The science of reading represents an evidence-based framework focusing on how individuals learn to read, encompassing phonemic awareness, phonics, vocabulary development, reading fluency, and comprehension (National Reading Panel, 2000). This robust approach offers insights into developing instructional strategies that can address the diverse needs of learners, especially older struggling readers.

• Free High Interest Low Level Reading Passages - Vampires for Halloween
• Free High Interest Low Level Reading Passages - Native American-Themed
• 56 - High Interest Low Level OCTOBER-FALL Themed Reading Passages
• Native American High Interest Low Level Native American Themed Reading Comprehension and Fluency
• 20 High Interest Low Level Passages - Hauntings
• Mary Shelley's Frankenstein in High Interest Low Level Passages 

The Rationale for High-Interest Low-Level Passages

1. Motivation and Engagement

Lack of motivation is a significant barrier to reading for older struggling readers (Guthrie et al., 2013). HILL passages aim to rekindle interest and curiosity, aligning content with students' preferences and experiences, and thus, fostering intrinsic motivation and sustained engagement in reading tasks. Students engage when reading about influencers, the latest trends, superheroes, mystery and other high interest topics. 

Link to this Resource 

They also love feeling like they belong - reading what others are reading - like novels adapted to High Interest Low Level fluency and comprehension passages. Here is an example for one such resource centered on Mary Shelley's Frankenstein.

2. Building Confidence and Competence

Accessible content allows students to experience success, enhancing their self-efficacy and promoting a positive reading self-concept (Bandura, 1997). This success cycle can bolster the willingness to engage with more challenging texts over time.

3. Reinforcing Comprehension and Vocabulary

HILL passages, with their engaging and relatable content, provide a context for students to acquire new vocabulary and improve comprehension, paving the way for a smoother transition to complex texts (Cunningham & Stanovich, 1998).

Strategies for Integrating HILL Passages

1. Selection of Appropriate Texts

Identifying texts that resonate with students’ interests and are at an appropriate readability level is crucial (Ivey & Broaddus, 2001). These should offer cognitive engagement while avoiding frustration due to complexity.

2. Multimodal Learning Integration

Blending HILL passages with multimodal resources such as visuals and interactive media can enrich the learning experience and cater to diverse learning preferences (Mayer, 2001).

3. Regular Assessment and Feedback

Continuous assessment and constructive feedback are vital for adjusting instructional strategies to meet individual learning needs and facilitate progressive development in reading proficiency (Black & Wiliam, 1998).

4. Fostering a Supportive Learning Environment

Creating a classroom atmosphere that values diversity, inclusivity, and mutual respect is fundamental. This supportive ambiance encourages risk-taking, cooperation, and mutual learning (Cohen et al., 2004).

Empirical Evidence Supporting HILL Passages

Studies emphasize the efficacy of high-interest texts in mitigating reading difficulties. A study by Guthrie and Humenick (2004) highlighted that engaging texts significantly improved reading comprehension and overall motivation among struggling readers. Similarly, research by Hidi and Harackiewicz (2000) supported the correlation between interest and academic achievement, reinforcing the potential of HILL passages in enhancing learning outcomes.

Benefits and Potential Outcomes

1. Improved Reading Proficiency Frequent interaction with accessible texts facilitates improvement in essential reading components, creating proficient and fluent readers (Krashen, 2004).

2. Enhanced Learning Experience HILL passages can transform reading from a burdensome task to an enriching and enjoyable activity, promoting a lifelong passion for reading and learning.

3. Boosted Academic Performance Enhanced reading skills and increased motivation translate into improved academic achievement across disciplines and contribute to a more positive learning experience (Schiefele et al., 2012).

Conclusion: A Pedagogical Paradigm Shift

Incorporating high-interest low-level reading passages is paramount in constructing an inclusive, learner-centered environment, addressing the multifaceted needs of older struggling readers. This approach, underpinned by the science of reading, fosters academic growth, cognitive development, and a positive learning disposition.

Get this resources at: High Interest Low Level Vampires.

References

Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.

Brozo, W. G., Shiel, G., & Topping, K. (2007). Engagement in reading: Lessons learned from three PISA countries. Journal of Adolescent & Adult Literacy, 51(4), 304-315.

Cohen, E. G., Lotan, R. A., Scarloss, B. A., & Arellano, A. R. (2004). Complex instruction: Equity in cooperative learning classrooms. Theory into Practice, 43(1), 56-65.

Cunningham, A. E., & Stanovich, K. E. (1998). What reading does for the mind. American Educator, 22(1-2), 8-15.

Guthrie, J. T., & Humenick, N. M. (2004). Motivating students to read: Evidence for classroom practices that increase motivation and achievement. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 329-354). Brookes.

Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (2013). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3(3), 231-256.

Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151-179.

Ivey, G., & Broaddus, K. (2001). "Just plain reading": A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36(4), 350-377.

Krashen, S. (2004). The power of reading: Insights from the research. Libraries Unlimited.

Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.

Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47(4), 427-463.