Five-Minutes to Fluency Practice Level 4

©"Elizabeth"Chapin/Pinotti"2012" 1

Five-Minutes to Fluency Practice Level 4.1


All rights reserved. Permission is hereby granted to teachers to photocopy or scan for classroom use the pages or sheets in this work provided they show the copyright notice.




Table of Contents

Introduction If You Dare to Teach…Be a Rock Star Teacher 7 Instructions for Rock Star Fluency Practice 8 Practice Passages 11 Skateboarding 12 Sight Word Fluency Practice 1 14 Journeys 15 Fluency Words Journeys 1-3 17 Top of the World 20 Arctic Vegetation 22 Sled Dogs 24 Iditarod 26 California Beaches 28 Surfing 30 Early Japanese Immigration 32 California Pacific Railroad 34 Icebergs and the Titanic 36 American Stories 39 American Stories Words 1-2 41 Libraries 44 Migrant Workers 46 Rosa Parks 48 The Colorado Gold Rush 50 Off to California 52 Off to California Part Two 54 National Monuments 56 Cabrillo 58 Father Junipero Serra 60 Miwok 62 Amazing Tales 65 Amazing Tales Words 1-2 66 Folktales 68 Cap O’Rushes – Part 1 70 Cap O’Rushes – Part 2 72 Cap O’Rushes – Part 3 74 Alexander Juan Pickle 76 Sauerland – Part 1 78 Sauerland – Part 2 80 Sauerland – Part 3 82 Sauerland – Part 4 84 Problem Solvers 87 Fluency Words Problem Solvers 1-3 89 Cans and Can Openers 92 Levi Strauss 94 George Washington Carver 96 Ellen Ochoa 98 Lewis Howard Latimer 100 Bibby Mason 102 Science and Nature 105 What are Plants 108 Asteroids, Comets and Meteoroids 110 Inventory Sheets and Logs 113



If You Dare to Teach…Dare to be a Rock Star Teacher

We need more rock star teachers…teachers who engage…inspire…motivate…spark…teachers who …in the eyes of their students…are indeed rock stars. But, what makes a rock star…a rock star? What makes a normal person more than just a guy on stage with a band and a microphone? What are the elements that cause him (or her) to be sought after and revered … and where can we get some of that special magic for our classroom teachers? The greatest of all classroom teachers are indeed “rock stars”. Bono has nothing on them. When they walk down the hall, students call their names, students seek them out in stores and at the movies – students thirst for the attention of these special teachers and these teachers give it to them whole-heartedly. In return, students are engaged in class and want to do well. Rock Star Teachers have a cadre of fans hanging on their every word…waiting to soak up whatever bits of knowledge are thrust upon them…waiting to perform...waiting to excel. The formula for Rock Star Teaching is simple…basic even. Teachers have to love what they do. Plain and simple. Number one rule. Teachers must love what they do and love their students…not always and every second of every day…but generally, as a rule, and more often than not. Kids can tell if the care and compassion are not sincere. They know if teachers are faking it. Teachers need to smile…the whole face and body kind of smile that says “I enjoy what I do and I enjoy you”. That rock star smile. Students should be treated as an audience that must be engaged. Every lesson must rivet students…must be active and alive. Teachers need to move among their students— testing and checking by getting the whole group involved. Making students feel they are a part of something. Have you ever been to a concert where only one person in the audience stands and screams and sings? No, it is most of the people; most of the time. Most importantly, teachers must be present and enthused. Rock stars are. Subject matter must be engaging and relatable. It truly is up to the teacher whether or not students are going to grasp what is presented. Why do we love music or that special rock star? Because we can relate to what they are singing. Rock Stars don’t randomly choose topics and blurt them out…there is universality in and within their words. A rock star teacher finds ways to relate what is taught to the lives of each student. It may not be an easy thing to do, but it is possible and it is necessary…it is the job of a rock star teacher. Finally, rock star teachers motivate the crowd – make students believe in themselves and what they are learning. Nobody wants to fail…sometimes…teachers forget that. Teaching is the most important thing anyone can do…so when you do it…do it as a Rock Star.


Instruction for Fluency Exercises Increasing student fluency profiency through literature is an engaging way to help students move from dragging themselves across endless pages of text – to truly enjoying the written word. The following techniques, designed to move students to fluency proficiency, are research-based and use highly effective instructional practices, all the while building the necessary foundation to master the Common Core Standards. All fluency exercises require only five to ten minutes of instructional time daily. Materials:

• One timer • One student folder per pair of students • Two copies of each passage per folder • Two copies of the CP Fluency Record Sheet (kept in folders) • Overhead sheet of: Total Words Read: ____________

Minus errors: ____________ = WPM ____________ Instructions Before you begin, have a copy of one of the Practice Passages on a transparency or display it to the whole class on a document camera or overhead projector. As you explain the lessons, demonstrate what students will be doing. Say: We are going to do timed fluency reading in pairs. Fluency is the rate and ease at which we read. The flow of reading. This activity will take about seven minutes and is designed to help us all learn to read more fluently…to help your reading flow. To practice fluency we are going to read a short passage, figure out how many words we are each reading per minute and then answer some questions about what we have just read. I will read each passage first and then you and your partner will each take turns reading it aloud softly and calculating your words per minute score. Break students into pairs and hand out one passage per student. If you are working with a group of students with varying abilities, it is helpful to pair stronger readers with weaker ones and then assign the stronger reader to read first. Modify the script accordingly. Say: Please put your names on your worksheets. (Show students where to put their names and then give them time to do so) Now, find the page titled “CP Fluency Record Sheet” (Show them where it is, hold it up for them to see and pause). On the first line, please record today’s date. Walk around the room to make sure students are finished writing their names and the date and are ready to begin. Say: I am going to demonstrate what you will be doing. (choose a student to be your “checker”). Marissa and I are going to demonstrate. Marissa is going to be my “checker”. She is going to follow along and put a line over each word I get wrong. (Practice reading in a normal voice just above a whisper) I am reading in a hushed voice. Say: Again, while your partner is reading you will follow along and put a line over each word they read incorrectly. When the timer goes off, you will circle the last word your partner read. (pause)


What will you do when the timer goes off, everybody: (Signal and students should respond: circle the last word your partner read). Then you will figure your partner’s combined words per minute, or cwpm, score. What will you figure, everyone? (Signal and students should respond: your partner’s combined words per minute score). Say: Next, you will tell your partner how many words he/she read. You will say: “You read _________ words”. What will you say, everyone: (You will read ______ words.) Mark the number of words read on the first line of your overhead sheet. Say: Next, you will say “I heard ________ errors.” What will you say, everyone (I heard __________ errors.) There will be no arguments about errors. You will not be marked down for the number of errors. You will get credit for doing the assignment. Mark the number of errors on the second line of your overhead sheet. Say: Now, you subtract line two ____ from line one ______ to get ________. _________ is the number of correct words. Pause. Say: Now we are going to practice the entire exercise. I am going to read Passage 1 while you follow along. Please turn to page ________. Put your finger on the first word in the box. That word is Did. (Check to make sure that each person is in the right spot and then read the story). Say: Now it is your turn. Raise your hand if you are Partner 1. (Pause until one student from each pair has their hand raised). Good. Raise your hand if you are Partner 2 (Pause until one student from each pair has their hand raised). Excellent. When I say “Begin”, all Partner 1s should quietly begin to read to their partners. All Partner 2s will use their pencils to keep track of their partner’s errors. Partner 2s will put a line over each word pronounced incorrectly. When the timer goes off, all Partner 2s will circle the last word read. Say: Please get ready (pause). Begin. When the timer goes off… Say: Partner 2s, please mark your partner’s score and give feedback to Partner 1s. Walk around the room to make sure scores are being marked accurately and that students are being polite. Say: Ok, now we are going to switch jobs…Partner 2s please get ready to read. Partner 1s please get ready to score. (Pause and only begin when all students are ready) Begin. Say: Partner 1s, please mark your partner’s score and give feedback to Partner 2s. Walk around the room to make sure scores are being marked accurately and that students are being polite.


Use passage “Sight Word Fluency Practice 2” to practice on day two. NOTES:

• This is a quick and effective way to get RTI fluency practice in. Keep careful track of your record sheets for evidence. It only takes one or two practices for students to get the hang of this process and then it flows easily and will take no more than five to seven minutes per session.

• Pages 7-10 of the student edition is titled “Questions Just for Me”. You may have students answer them.

• These activities are also great for aides or older student tutors to work with students one-on-one.

SUGGESTIONS: Practice fluency at the end of each reading period, at the beginning of each day…or my favorite…right after recess. All readers benefit from fluency practice, so get everyone involved.

Practical Instructions for Parents This is an easy book for parents to practice reading fluency in just a few short minutes per day.

1. Select a reading passage – beginning with the first set of words and working toward the end of the book. These readings are meant to be read in order as the word knowledge and fluency skills build on one another.

2. Read the instructions at the top of the page. 3. Read the passage to your child as he or she follows along. 4. Set the timer for the number of minutes the particular passage

indicates. This will either be one or two minutes 5. Mark the last word read when time is up, but let your child finish

reading the passage. 6. Calculate the total words read per minute. 7. Optional – have your child re-read the passage. 8. If there are comprehension questions, complete them after the final

passage reading.


Practice Passages


Date:________________ Partner:_________________

Fluency Practice 1 – Skateboarding

This is a one minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page. Did you know that skateboarding has been around since the

1950s? It came about when people realized they could get the feeling

of riding waves by using a scooter with no handles. This meant they

could “surf” even when there were no waves or they did not live by the

ocean.

It was called sidewalk surfing and was popular until 1966.

Then the popularity dropped dramatically.

Sidewalk surfing was all but dead until a man named Frank

Nasworthy came along. Nasworthy invented a special kind of wheel.

The wheel made skateboards go faster and ride smoother. Companies

began to promote skateboarding again and popularity increased.

Today, skateboarding is a major sport. Its popularity is greater

than ever. While it has taken some hits over the last 60 years, it

looks like this time it is here to stay.

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Total Words Read: ____________ Minus errors: ____________ = WPM ____________ 1. Write one sentence explaining the main topic of the reading: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________


Date: ________________________

Comprehension Questions

Please read the questions below and circle the best answer. 1. Skateboarding began in approximately what year? a. 1940 b. 1930 c. 1950 d. 1970 2. What was skateboarding originally called? a. skateboarding b. sidewalk skating c. sidwalk surfing d. surfing 3. What did Nasworthy invent to help skateboarding? a. a special board b. special wheels c. safety equipment d. Tony Hawk video games 4. The author of this passage claims skateboarding feels like: a. flying b. rollar skating c. riding waves d. snow boarding 5. This passage is mainly about: a. the history of skateboarding b. wheels c. surfing d. a man named Frank Nasworthy


Date:________________ Partner:_________________

Sight Word Fluency Practice 1 This is a 60 second timed practice. When time is up calculate the total CWPM read.

there hold after morning party harvest 6

bigger don’t shoe water hear they’re 12

told light wash grass why valuable 18

always faster spring fly road prevent 24

save mile hide today inside pride 30

everything believe garden minute quietly realized 36

carefully fight empty yet wide wrecked 42

through field act leave taken discussed 48

sugar alarm difference insist immediate canoe 54

since patient several overhead bush argue 60

fry hammer million straight precious suggestion 66

exclaimed darkness wiggle follow complain developed 72

you help me work call canoe 78

what come make saw that argue 84

goes went some history should jealous 90

note begin place who play uniform 96

habit worm shiver decided entered interrupted 102 Total Words Read: ____________ Minus errors: ____________ = WPM ____________

*Practice these words until you know them!


Journeys



Date:________________ Partner:_________________

Fluency Words Journeys 1 This is a 60 second timed practice. When time is up calculate the total CWPM read.

pure bred purebred trail head trailhead 6

momentum gain cream steam sweet feet 12

safe pest best reach keep kept 18

gray field break take make fake 24

east shape steep pray stay convey 30

pain gain main glass class brass 36

west cheap steak chief past fast 42

last mast pace race face left 48

slept mean clean dream sweet street 54

need paint faint graceful athletic activity 60

alert cannot can’t don’t haven’t won’t 66

wouldn’t I’d I’ll let’s we’re I’m 72

didn’t o’clock that’s there’s minute stretch 78

instead ninety divide tune Neptune ruin 84

stern pokes bow strokes bush mill 90

trill till lodge lodging feeble famine 96

remind bewilder marvel long surround homeland 102 Total Words Read: ____________ Minus errors: ____________ = WPM ____________



Date:________________ Partner:_________________


snow grow kind grind mind blind 6

still till coast roast toast odd 12

crime time gold wrote note sight 18

flight plight might fight build broke 24

smoke folk know grow grown known 30

shock mock ripe stripe coal inch 36

pinch sigh built drop mix fix 42

mind remind rigid ocean childhood astonish 48

lone country special voyage funnel tunnel 54

shipwreck survivor sink sinkable unsinkable with 60

wreckage iceberg second third class mass 66

drench drenched crow know nest best 72

monument electrify frigid patrol current convey 78

conveyor belt buoy brush lush crush 84

touch mush plush juice fruit tube 90

lunch munch brunch crunch crumb few 96

true truth due dull tune soon 102 Total Words Read: ____________ Minus errors: ____________ = WPM ____________



Date:________________ Partner:_________________


blew few flew new chew rub 6

scrub shut commute continue slumber cabin 12

hull dull train pain gain rain 18

conduct conductor depot jolt bolt colt 24

lurch plate platform miserable flatboat portrait 30

breeches dwell dweller garment steel steal 36

led lead wait weight wear ware 42

creak creek beat beet meat meet 48

peek peak deer dear ring wring 54

pour pore rain reign vain vein 60

fixtures wealthy passengers board ill India 66

whistle sound hurry hurried tables quite 72

beneath upright biggest countries fidget satisfaction 78

slip skid slid cried flowers grassland 84

swooped tickets rough wonder turning thin 90

texture watch developed different furniture layout 96

downstairs code taught presses machine sound 102 Total Words Read: ____________ Minus errors: ____________ = WPM ____________



Date:________________ Partner:_________________

Fluency Journeys – The Top of the World

This is a two-minute timed reading. When the timer goes off calculate the total CWPM read by using the formula at the bottom of the page The Arctic literally sits on top of the world! If you were looking

down from space at what we consider the top of the Earth you’d be

looking at the Arctic Circle. Think about what it would be like to live

in a place where the average temperature for the warmest month is

colder than 50 degrees.

The Arctic region is an ice-covered ocean connected to the Atlantic

Ocean. This ocean is surrounded by treeless permafrost. Land is

considered permafrost if soil is frozen for more than two years. In

recent years, the amout of sea ice and permafrost has vastly declined.

This means that the Arctic region is shrinking, but that doesn’t mean

it isn’t still cold way up there on top of the world. The average winter

temperature can dip as low as -40 degrees, with the coldest recorded

temperature -90 degrees. Can you imagine how cold -90 degrees F

actually is?

Many people think it is always snowing up in the Arctic circle;

however, this area gets very little percipitation. It actually snows only

20 inches per year. The wind is strong and constantly blows the

snow and ice so it always looks like it is snowing.

Snowing or not, the Arctic would be one cold place to live.

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Total Words Read: ____________ Divided by 2: ____________ Minus errors: ____________ = WPM ____________


Date: ________________________

Comprehension Questions – Top of the World

Please read the questions below and circle the best answer. 1. According to the passage, if you were looking down from the top of the Earth what would you see? a. the United States b. the Arctic Circle c. the Red Sea d. lots of houses and people 2. Even during the warmest month the temperature at the Arctic circle is colder than: a. zero degrees b. forty degrees c. seventy degrees d. fifty degrees 3. What has declined in recent years? a. dirt and permafrost b. trees c. sea ice and permafrost d. sea ice and dirt 4. According to the passage, what is the coldest recorded temperature in the Arctic region? a. -100 degrees b. - 90 degrees c. - 20 degrees d. 20 degrees 5. How much snow does the Arctic Circle get each year? a. over 100 inches b. only 30 inches per year c. only 10 inches per year d. only 20 inches per year


Date:________________ Partner:_________________

Fluency Journeys – Arctic Vegetation

This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page The tundra that makes up the Arctic vegetation is mostly plants

that grow close to the ground. These plants include dwarf shurbs,

herbs and mosses. The farther north you travel the fewer plants you

will find because the temperature is colder and some of the ground

never thaws. Remember, this is called permafrost.

There are no trees in the Arctic. It is way too cold for them to grow

there, but some of the shrubs can get pretty high. In warmer parts of

this vast land, mosses and lichens grow to form a thick ground layer

and the bushes can grow to over six feet tall. In the coldest part of

the Arctic, much of the ground is bare.

Imagine you are a scientist living in the Arctic for a winter. You

are there to test how livable the climate is. Think about looking out of

your window and seeing nothing but frozen ground and ice all year.

You would be lucky if you happened to live in one of the places where

the Arctic Poppy grows. This is probably the only flower that grows in

this temperate area. It looks just like the California Poppy only it is

yellowish green. It must be a hardy bloom to survive such a harsh

climate!

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Date: ________________________

Comprehension Questions Arctic Vegetation

Please read the questions below and circle the best answer. 1. Arctic plants include which of the following: a. dwarf shurbs, herbs and mosses b. dwarf shrubs, mosses and trees c. dwarf shrubs, herbs and towering trees d. shrubs, trees and herbs 2. What is permafrost? a. when there is a lot of snow on the ground b. when the ground only thaws in the summer c. when the ground never freezes d. when the ground never thaws 3. According to the passage, shrubs can grow to be how tall? a. over six feet tall b. three feet tall c. six inches tall d. shrubs don’t grow in the Arctic 4. According to the passage, what is most likely the only flower to grow in the Arctic? a. the Arctic rose b. the Arctic daffodil c. the Arctic poppy d. the Arctic snow flower 5. Plants in the Arctic grow: a. in permafrost b. near scientists c. into towering trees d. close to the ground


Date:________________ Partner:_________________

Fluency Journeys – Sled Dogs

This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page The Alaskan Malamute is the oldest and largest Arctic sled dog. This breed is successful because it is strong and can travel great distances. While these dogs possess great endurance, meaning they can travel long distances, they are not a racing dog. They were born to carry large loads over long distances as a means of survival. Racing was not the first use of any Arctic sled dog. Pulling people and loads over vast miles of snow and ice was not always a sport, but a way of life. Arctic sled dogs, including the Malamute, helped many survive and live in the frigid northern lands for many years before vehicles were made that could travel the same areas safely. Today, many Malamutes are family pets, but they are athletic dogs who still love to sled. They truly enjoy pulling the weight of the sled through the snow and ice. Malamutes have thick, heavy coats that are either a rainbow of grays and blacks or a rainbow of sables and reds. They are beautiful dogs with distinguishable features. They are American dogs – originally from Alaska and named after the native Inuit tribe called the Mahlemuts. They are closely related to other Arctic dog breeds such as the Samoyed, the Siberian Husky and the Eskimo dog. If you ever get a chance to see them run…take a minute to enjoy the grace and beauty of these dogs in action.

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Date: ________________________

Comprehension Questions – Sled Dogs

Please read the questions below and circle the best answer. 1. What breed is the oldest and largest sled dog? a. the Alaskan Husky b. the Alaskan Malamute c. the German Shepard d. the Alaskan poodle 2. The Malamute is strong and can travel great distances. This means they have great: a. legs b. breeding c. endurance d. coats 3. What kind of coats do Malamute’s have? a. thick and dirty b. red and thin c. thin but warm d. thick and heavy 4. What country does the Malamute originate from? a. the United Stats of America b. Siberia c. Russia d. Mexico 5. The Malamute was made to: a. race b. carry loads over long distances c. carry loads over short distances d. jump


Date:________________ Partner:_________________

Fluency Journeys – Iditarod

This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page The Iditarod is a sled-dog race. It spans a vast area of Alaskan

wilderness. The actual race trail was once used as a mail supply

route. Mushers carried goods and mail through the isolated areas

between Anchorage and Nome, Alaska. In went mail and supplies

and out came Gold and other resources.

In 1925, an epidemic of Diphtheria broke out. Doctors used

the route to transport medicine to children. Mushers and their

faithful companion dogs saved many Alaskan lives. The Iditarod trail

was a necessary means of transporting supplies from one remote part

of the world to another.

Then came the race. Beginning in 1973, mushers have been

speeding through snow and ice to highlight that historic medicine run

and relive a bit of Alaskan history. The race is different today than it

was then. In the first days, when early winners took over twenty days

to finish the race, the teams ran slower. Today, mushers run the

same distance in about half that time.

Every year in early March, mushers gather in Anchorage,

Alaska. They set forth on the 1,150 journey up to Nome. The race is

long and difficult. It runs over mountains, frozen rivers, and part of

the icy Bering Seacoast. The weather is cold and fierce. The racers

and their dogs wouldn’t have it any other way.

The race teams dogs and man against nature in the ultimate

extreme sport!

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Date: ________________________

Comprehension Questions – Iditarod

Please read the questions below and circle the best answer. 1. What type of race is the Iditarod? a. running race b. cross country ski race c. sled dog race d. snowmobile race 2. According to the article, mushers carried goods and mail between what isolated areas: a. Anchorage and Nome b. Anchorage and the Arctic Circle c. Nome and Canada d. Nome and Siberia 3. What disease caused an epidemic in 1925? a. the flu b. Diphtheria c. chicken pox d. small pox 4. The first Iditarod race was run in what year? a. 1925 b. 2010 c. 1970 d. 1973 5. How long does it take mushers and their dogs to run the Iditarod today? a. about twenty days b. about ten days c. about two months d. exactly a month


Date:________________ Partner:_________________

Fluency Journeys – California Beaches

This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page There are beaches all over the world. A beach is the area of

land along an ocean, a sea or a lake. It is the shoreline. Beaches are

usually covered by loose pieces of dirt or tiny rocks like sand.

Sometimes the rocks are bigger. Some beaches are covered with

gravel, pebbles or shells.

There are several different parts to a beach. All of these parts

relate to how the beach was shaped and formed. The part above

water is usually influenced by waves and the tide. This is called the

beach berm. The berm is the active shoreline. The berm has both a

crest and a face. The crest is the top. The face is the slope that goes

out toward or into the water. There may be a trough at the bottom of

the face. Out under the water, but not too far out, are the longshore

bars. This is the area underwater that is hilly and where the waves

begin to break.

The shape of a beach depends on the waves and how they

move. It also depends on the type of material the beach is composed

of.

No matter what the material or shape, beaches have been a

place for recreation since the beginning of time.

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Date: ________________________

Comprehension Questions – California Beaches

Please read the questions below and circle the best answer. 1 According to the passage, a beach is: a. an area of land around the ocean b. an area of land around the sea c. an area of land made up of sand d. an area of land along an ocean, sea or lake 2. The parts of a beach relate to what: a. where they are located b. how they are formed c. how we use them d. the location of the beach 3. What part of the berm is the crust? a. face b. bottom c. where it hits the water d. the top 4. What does the shape of a beach depend on? a. the waves and how they move b. how the particles landed when the beach formed c. the face and the crust d. the berm 5. Each of the following is a part of a beach except one. Which one is not a part of a beach? a. berm b. longshore bars c. trough d. benches


Date:________________ Partner:_________________

Fluency Journeys – Surfing

This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page Did you know that surfing has been around over 500 years?

Early Polynesian cultures actually surfed as a way to travel around

the Pacific. They introduced it to missionaries and European

explores. Surfing was huge in and around the Hawaiian Islands. It is

said that even Captain Cook himself hung ten to travel around.

It picked up as a sport in the 1920’s and the rest is history.

Old time surfers used longboards. Today, most competitive surfing is

done on a short board. Surfing looks much easier than it is. A surfer

gets on his or her board. He paddles out to the break. The break is

where the waves begin to form. If the surfer is positioned correctly he

can ride a single wave all the way to shore. When the wave starts to

break, the surfer paddles to keep up with it. Eventually, he will get

caught up in its energy and away he goes.

Surfing can be fun, but it can also be dangerous. Waves and

currents are unpredictable. It is hard to tell how deep the water is.

Much practice and experience are required before a surfer should

take on unknown waters.

This is especially true of what is called big wave surfing. Big

wave surfing is when surfers seek out extremely large waves to ride.

Mavericks near Santa Cruz, California is famous for big wave surfing.

There is a competition there every year. If you get the chance to

watch a big wave surfer in action – you are in for a major thrill.

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Comprehension Questions – Surfing

Please read the questions below and circle the best answer. 1 According to the passage, surfing has been around for more than how many years? a. 200 b. 1,000 c. 500 d. 100 2. Early Polynesian cultures surfed as a way to travel around which body of water? a. Pacific Ocean b. Mediterrean Ocean c. Atlantic Ocean d. Baltic Sea 3. What year was surfing picked up as a sport? a. 2010 b. 1920 c. 1940 d. 1950 4. The wave begins to form at the: a. face b. break c. crest d. ocean 5. According to the passage, where is a big wave competiton held each year? a. Oceanside b. Hapuna Beach c. Mavericks d. Santa Monica Beach


Date:________________ Partner:_________________

Fluency Journeys – Early Japanese Immigration

This is a three-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page Japanese people began immigrating to the United States in the

late 1800s. They came to the great American melting pot for the same

reasons people had always come – for a better life. They left their

homeland because times were hard there. There were no jobs and no

money. They endured difficult journeys in order for their children to

obtain an education. They came in hopes of finding work. They came

to live the American dream.

America was seen as a land of opportunity. It was a place

where anything was possible if someone worked hard enough. But,

the Japanese could not legally leave Japan until after 1884. Their

government would not let them. Only some people left anyway. In

1869, settlers from a tea and silk factory were among the first to

arrive to the United States from Japan. They brought mulberry trees,

silk cocoons, tea plants and bamboo roots with them. By 1880, 148

Japanese lived in the United States.

Soon others began to arrive. They started as unskilled laborers

and many worked their way up to become small business owners.

They worked mainly in agriculture at first. They took the same jobs

as some American born citizens, but were paid less. Sometimes less

than half as much for the same job. They worked hard. They worked

long hours. Their reputation for being superb employees grew and

soon they were paid as much as American born laborers.

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Comprehension Questions – Early Japanese Immigration Please read the questions below and circle the best answer. 1 What year did the Japanese begin immigrating to the United States a. early 1900s b. late 1900s c. early 1800s d. late 1800s 2. America was seen as: a. a country far away b. a land of opportunity c. a hard place to live d. a great place to visit 3. The Japanese government would not allow people to legally leave Japan until what year? a. 1869 b. 1920 c. 1884 d. 1922 4. According to the article the Japanese brought what to the United States? a. tea b. silk c. mulberry trees d. diamonds 5. By 1880, how many Japanese people were living in the United States? a. 1,000 b. 1,280 c. 148 d. 128


Date:________________ Partner:_________________

Fluency Journeys – Central Pacific Railroad

This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page Did you know the main railroad that links California to the East

Coast was constructed during the Civil War? The Pacific Railroad

Acts of 1862 and 1864 were authorized and the government set aside

money and land for the project.

In 1863, the Governor of California was Leland Stanford. He

broke ground in Sacramento to begin the construction of the Central

Pacific Railroad. Construction was slow. The Sierra Nevada

Mountains were difficult to cross. Can you imagine what it would

have been like to build a railroad by hand across the mountains?

Now, can you imagine doing it in the winter!

To help speed up the process the builders looked to technology.

The technology they focused on was explosives. The explosives were

dangerous and the Central Pacific Company had trouble getting

people to work laying tracks. So they expanded and hired emigrants,

mostly Chinese, who where willing to take the risk.

Six years after Stanford broke ground in Sacramento, the

Central Pacific from the west met the Union Pacific from the east. On

May 10, 1896, they pounded in the last spike at Promontory, Utah. It

was a golden spike for that golden day. It was the spike that joined

the west to the east.

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Comprehension Questions – Central Pacific Railroad Please read the questions below and circle the best answer. 1 Who was the governor of California in 1864? a. Crocker b. Stanford c. Huntington d. Hopkins 2. According to the passage, the Sierra Nevada Mountains were: a. large b. easy to cross c. difficult to cross d. stopped the construction of the railroad 3. What technology did the railroad workers use to speed progress? a. tractors b. bulldozers c. explosives d. hydroelectric power 4. Why did the railroad expand and hire emigrants? a. they had trouble getting people to work on tracks b. they had nothing to do c. they were tired of mining for gold d. they helped to pass the Railroad Act 5. The golden spike connecting the west to the east is in what state? a. California b. Ohio c. Idaho d. Utah


Date:________________ Partner:_________________

Fluency Journeys – Icebergs and the Titanic This is a three minute timed reading.

The Titanic hit an iceberg on the evening of April 14, 1912. It

sank in the early morning hours of April 15, 1912. It was only about

15 miles away from where it was going to dock.

In 1912, navigation at sea was not exact. Captains and sailors

used the stars and something called “dead reckoning”. Dead

reckoning was a system by which one began at a fixed point and

calculated points along the way based on where he’d have been and

past experience.

The night the Titanic hit the iceberg there was no moon. The

Captain couldn’t see the horizon. If you are using the stars and the

moon to help guide your journey and you can’t see them and you

can’t make out the horizon…you are in big trouble! And the Titanic

was.

The iceberg was also difficult to see because it was a “blue

berg”. Icebergs are made of fresh water. When they melt they

become unbalanced and roll. The part that rolls on top of the water is

newly exposed. Its surface appears darker than the rest of the berg.

That is why they call it a blue berg.

At first it was estimated the iceberg was between 50 and 100

feet high and 200 to 400 feet wide. We know now this was

exaggerated, but we don’t know its exact size.

In the weeks that followed the sinking of the Titanic, the US

Navy sent two cruisers to patrol the area and report the location of

the iceberg. From this patrol grew a multi-country ice patrol whose

job it is to report and track icebergs and their behavior.

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Comprehension Questions – Icebergs and the Titanic Please read the questions below and circle the best answer. 1 What year did the Titanic hit the iceberg? a. 1942 b. 1911 c. 1922 d. 1912 2. How many miles was the Titanic from its destination? a. 10 miles b. 15 miles c. 20 miles d. 40 miles 3. The iceberg was difficult to see because it was what type of berg? a. blue b. cold c. white d. warm 4. When icebergs melt they become unbalanced and they: a. shift b. drift c. break d. roll 5. Icebergs are made of _____________ water? a. cold b. frozen c. salt d. fresh



American Stories



Date:________________ Partner:_________________

Fluency American Stories Words 1 This is a 60 second timed practice. When time is up calculate the total WPM read.

borrow check out eager glare glaring glared 6

lap story teller storyteller map sat 12

strict pew dew new sound round 18

pound sound hound mound howl prowl 24

bounce cause pause always shout pout 30

stout aloud proud south couple drawn 36

fawn scout false proud cloud frown 42

town clown gown couch dawn mount 48

walk talk other brother mother another 54

any one anyone every everyone my 60

self myself family friend people again 66

anything first beauty beautiful cousin feisty 72

dune ruin soon moon gather limbs 78

persist taper uproar consent squealed wood 84

hood stood brook took hook tool 90

stool spool put push bush cushion 96

pushed brought package library quiet afternoon 102 Total Words Read: ____________ Minus errors: ____________ = WPM ____________



Date:________________ Partner:_________________

Fluency American Stories Words 2 This is a 60 second timed practice. When time is up calculate the total WPM read.

full pull dull roof group soup 6

prove smooth soot fool move cook 12

school tooth marooned cocoon settle settlers 18

drench bench wrench suit form pioneer 24

territory gear adventure determine opportunity prairie 30

tanned scoffed pelt melt swig twig 36

belt felt hatchet picture decide trade 42

talent unique decoy stampede range strange 48

gear hear wear sharp carp stare 54

mare alarm cheer weird starve carve 60

charm beard hard hardly spare chair 66

dare stair year charge dairy scarce 72

air near clear pioneer large aware 78

weary stoop lobbed ferry harbor stretch 84

courthouse defeat chamber examine certificate oath 90

bond mock vote dirty curve return 96

storm client insult reptile account delicate 102 Total Words Read: ____________ Minus errors: ____________ = WPM ____________



Doodles…everybody needs a doodle page now and then…


Date:________________ Partner:_________________

Fluency American Stories – Libraries

This is a three-minute timed reading. One of the greatest adventures of all time is going to the library. Just walking in the door is spectacular. You are immediately hit with the tangy smell of books. They surround you. They engulf you. You pick a direction and are sailing to foreign lands, traveling through time or learning about something new. Libraries have been in the United States since the colonist first settled here. They started as small private collections. Ministers had collections of books. Doctors had collections of books. Prominent citizens had collects of books. Some libraries had only a few dozen books while others had hundreds of volumes. In the 1700s, many of the collections were available for the public to use. What was lacking was a system to keep track and take care of the books. Colleges and universities had libraries as early as 1638. A reverend named John Harvard gave a newly found college 280 books and some money. That college was Harvard University. During this time, having books meant having money. They were a symbol of wealth. In 1876, a group of librarians gathered in Philadelphia. They were concerned. Books were now easier to publish and print. Keeping all of the volumes organized was becoming difficult. A man named Melvil Dewey was present. He was elected to be the head of the American Library Association. He went on to develop a system to classify and organize books that we still use today. The next time you are in the library and you use those little numbers on the spine to find the exact book you want – thank Mr. Dewey for making it so easy.

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Comprehension Questions – Libraries Please read the questions below and circle the best answer. 1 Libraries have been in the United States since: a. 1876 b. since the colonists first settled here c. the 1700s d. 2010 2. According to the passage, libraries started as: a. private collections b. big buildings c. small town centers d. places where people gathered 3. Libraries were available in the 1700s, but what was lacking? a. books in them b. librarians c. a system to track them d. library cards 4. How many books did John Harvard give to Harvard University?: a. 1638 b. 800 c. 200 d. 280 5. What man helped to develop a system to classify and organize books? a. John Harvard b. Melvil Dewey c. George Washington d. Melvin Harvard


Date:________________ Partner:_________________

Fluency American Stories – Migrant Workers

This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page.

A migrant worker is a person who travels to do seasonal work.

Seasonal work is often agriculturally based. Migrant workers live in

one place and follow the work with the seasons. They pick crops,

they plant crops, they prune vines and do all sorts of other labor

required to put food on our tables and the goods in our stores.

Many of today’s migrant workers in the United States are

Hispanic. This was not always the case. Chinese, Japanese and

Italian immigrants, among others, have also made a living in America

as migrant workers.

There are about two million migrant farm workers in the United

States today. Every year they leave their homes to work in fields.

Cornell University reports that today most of these workers are

Mexican-born. They come to the United States to make a better life

for themselves and their families.

The average age of a migrant worker is 31-years-old. Many of

them come with solid agricultural skills and experience. They work

hard. They make many sacrifices so their families can have a decent

life.

Their hard work is necessary, too. Next time you walk into a

grocery store, take a look at the blemish free fruit for sale. Take a

look at the shiny vegetables. Remember, they are nearly perfect

because someone, probably a migrant worker, picked them by hand.

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Comprehension Questions – Migrant Workers Please read the questions below and circle the best answer. 1 A person who travels to do seasonal work is called a: a. seasonal worker b. migrant worker c. farmer d. wanderer 2. About how many migrant workers are there in the United States today? a. four million b. six million c. one hundred d. two million 3. Where does Cornell University report most migrant workers are born? a. the United States b. Europe c. China d. Mexico 4. Which country is not mentioned as a place where migrant workers come from: a. Mexico b. Japan c. Italy d. Canada 5. What is the average age of migrant workers a. 16-years-old b. 22-years-old c. 30-years-old d. 31-years-old


Date:________________ Partner:_________________

Fluency American Stories – Rosa Parks This is a two-minute timed reading. Rosa Parks’ mother worked as a school teacher in Alabama.

Her father was a carpenter. Her parents owned their own farm.

When Rosa’s brother was born, her father had to go live in a different

town. He was cheated out of his farm and had to find work to

support his family.

Rosa, her mother and her brother moved in with Rosa’s

grandparents. They had a farm that kept them all fed. Rosa gave up

school right before she graduated from college. She married a man

named Raymond in 1932. He was a barber. He didn’t have much

education, but he loved learning. He encouraged his wife to go back

to school. Rosa graduated from Alabama State College in 1934.

She was happy she finished her education, but she had little

hope of getting a good job. The only job she could find was as a

seamstress in a sewing factory. She rode the bus to work. Back then

there were separate sections on the bus for white people and black

people. The front of the bus for white people and the back of the bus

for black people.

One day a white person wanted to sit in her seat. Rosa was a

good person, tired of being treated badly. She was also physically

tired. She refused. Rosa would have willingly given up her seat for a

child or an elderly person, but not this time for an able white person.

Mostly, she was tired of the racism.

Rosa was arrested for her “crime”, but she helped pave the way

for equal rights for African Americans in the United States. A great

lady, she is the symbol of freedom and fairness in our country.

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Comprehension Questions – Rosa Parks Please read the questions below and circle the best answer. 1 What did Rosa Parks’ mother do in Alabama? a. she was a banker b. she was a cook c. she was a teacher d. she was a house cleaner 2. Why did Rosa’s father move to a different town? a. to go to school b. to get work c. to be with his family d. to find his brother 3. What year did Rosa Parks get married? a. 1932 b. 1920 c. 1942 d. 1952 4. What college did Rosa Parks graduate from? a. Stanford b. UCLA c. Alabama State College d. Howard 5. What section of the bus was reserved for black people? a. the front b. the middle c. the third seat d. the back seat


Date:________________ Partner:_________________

Fluency American Stories – The Colorado Gold Rush

This is a two-minute timed reading. When the timer goes off calculate the total CWPM read by using the formula at the bottom of the page. The most famous gold rush in the United States is the 1849

rush in California. But did you know that there were other gold

rushes that brought people west?

One of these rushes was in Pike’s Peak Colorado. One day in

1851, a man named William G. Russell led an expedition to Ralston

Creek. He’d heard rumors of gold and wanted to see if they were true.

He found gold in Cherry Creek near Denver and word spread like

wild fire. The rush was on.

The phrase “Pikes Peak or Bust” was painted on wagons. The

rush wasn’t actually at Pike’s Peak. Travelers wrote it on their

wagon’s because they knew that if they could see Pike’s Peak they

were close to their destination.

Gold wasn’t actually found in Pike’s Peak’s Cripple Creek until the

1890s. The name was eventually changed from the Pike’s Peak Gold

Rush to the Colorado Gold Rush. Prospectors of the Colorado Gold

Rush were called 59ers because the height of the Colorado Gold Rush

was 1959.

Over 100,000 people set out for Colorado. Only half actually

made it there. Those who did make it helped found and settle places

like Denver City, Boulder City and Idaho Springs.

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Comprehension Questions – The Colorado Gold Rush Please read the questions below and circle the best answer. 1. Where was the other western gold rush? a. California b. Colorado c. Idaho d. Utah 2. What did miners paint on their wagons? a. California or Bust b. Oregon or Bust c. Pike’s Peak or Bust d. Gold or Bust 3. What year was gold actually found at Pike’s Peak? a. 1890s b. 1920s c. 1860s d. 1849 4. The Pike’s Peak Gold Rush was renamed: a. The California Gold Rush b. The Colorado Gold Rush c. The 49er Gold Russ d. The Western Gold Rush 5. What were the prospectors of the Colorado Gold Rush called? a. 49ers b. Pike’s Pikers c. 59ers d. 9ers


Date:________________ Partner:_________________

Fluency American Stories – Off to California This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page.

Joseph Huntington woke early on the first day of summer. The

year was 1852. A big journey was ahead.

He squinted at the sun streaming in through the slat boards on

the window of his family’s Indiana home. This would be the last time

he slept in his bed. It would be the last time Joseph slept in any bed

for a very long time.

School was over and the crops were all planted, only this year

Joseph would not be on the farm to help with harvest. Neither would

his mother, brother or sister. Today was the day they were leaving to

join his father, Jackson Huntington, in Sacramento, California.

Jackson Huntington left the Indiana farm two years earlier with

Joseph’s two older brothers. He left 10-year-old Joseph and Joseph’s

seventeen-year-old brother, Charles, in charge. Jackson Huntington

went to California in search of gold, but mining was hard. Jackson

was a smart man. Looking around at the mining camps he realized

that the miners paid big money for things like eggs and rice and

cornmeal and shovels and trousers. The miners had basic needs and

supplies were scarce. Towns were also starting to fill with families.

With family came more needs for things like cloth and shoes and

more food.

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Comprehension Questions – Off to California Please read the questions below and circle the best answer. 1 What year does the story take place? a. 1852 b. 1900 c. 1862 d. 1842 2. Why would Joseph not be on the farm to harvest the crops? a. he was moving to New York b. he was moving to California c. he was moving to Washington d. he was moving to Colorado 3. What was Joseph’s father’s name? a. Joseph b. Jed c. Jackson d. Charles 4. Joseph’s father made his money: a. mining b. selling things to miners c. he was a doctor d. he was a prospector 5. Joseph’s last name was? a. Jackson b. Hunt c. Huntington d. Joseph


Date:________________ Partner:_________________

Fluency American Stories – Off to California Part Two This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page. On a hunch, Jackson sold the shares to his mine and used the

money to open a dry goods store. His hunch paid off. Now Jackson

was a rich man. The time was right to send for his family…so they

were going to meet him.

Joseph was more excited than he could ever remember being.

He was up and out the door before the last rooster finished crowing.

He fetched the water. He ran into the barn and moved the boxes that

held the fall apples each year. He picked up the old notebook he had

hidden there. The trusty old notebook that served as his journal.

He’d been writing in it ever since his father wrote and told them they

were going to join him in California. Now, he was going to write in it

all along the journey.

“Joseph,” his mother called from the porch. “Come get your

breakfast. We leave for Quincy in half an hour.”

In less than half an hour, they were off to Independence,

Missouri to join the others in their group headed west. The trip was

long and dusty, but we were headed to golden California.

He would walk most of the trip. The wagon would carry their

supplies. Dried meat, flour, other food and a few of their household

belongings. The trip would cover 2000 miles and take five, maybe six

months, but Joseph was ready.

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Comprehension Questions – Off to California Part Two Please read the questions below and circle the best answer. 1 What did Joseph fetch? a. food b. a stick c. flour d. water 2. What did Joseph have hidden in the barn? a. stagecoach tickets b. a notebook c. gold d. a map 3. Mother told Joseph to hurry because what were they doing “…in a half an hour”? a. fetching water b. fetching flour c. leaving d. harvesting crops 4. Where were Joseph and his family headed? a. Colorado b. Nevada c. Alaska d. California 5. How would Joseph’s family’s supplies travel across country? a. by train b. by mail c. they would carry them while walking d. by wagon


Date:________________ Partner:_________________

Fluency American Stories – National Monuments

This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page. The United States has 100 recognized national monuments. A

national monument is a protected space that has historic, pre-historic

or national value. Congress passed a law in 1906 giving presidents

the authority to declare historic landmarks, historic and pre-historic

land and structures and areas of scientific interest as monuments.

The first national monument was established by President

Theodore Roosevelt in 1906. This is Devils Tower in Wyoming. Devils

Tower is a huge volcanic neck with a flat top. It sits over 1,200 feet

above the surrounding land and over 5,000 feet above sea level. Over

400,000 people visit it annually. The oldest rocks found on and

around Devils Tower date back to the Triassic period, over 225 million

years ago.

The most recent monument was declared on March 30, 2009. It is

the Prehistoric Trackways in Southern New Mexico. The monument

contains tracks of prints from animals, insects and sea creatures that

lived in the Paleozoic era. Some of the fossilized material found there

is over 280 million years old.

Twenty-seven states have national monuments. Twenty-two of the

national monuments are Native American and twenty-three are forts.

Arizona has the most national monuments. They have eighteen. New

Mexico is second with twelve and California is third with ten.

National monuments are treasures of our nation.

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Comprehension Questions –National Monuments Please read the questions below and circle the best answer. 1 How many national monuments does the United States recognize? a. 200 b. 150 c. 100 d. 50 2. What year did Congress pass a law giving presidents authority to declare national landmarks? a. 1900 b. 1912 c. 1906 d. 2001 3. What was the first national monument? a. Grand Canyon, Arizona b. Statute of Liberty c. Prehistoric Trackways d. Devils Tower, Wyoming 4. How many states have national monuments? a. 50 b. 48 c. 27 d. 12 5. Prehistoric Trackways contains tracks from which period? a. Paleozoic b. Mesozoic c. Cretaceous d. Cenozoic


Date:________________ Partner:_________________

Fluency Journeys -- Cabrillo

This is a one minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page. There’s a national monument in San Diego of Juan Rodriguez

Cabrillo. The monument was built in 1913. It is in honor of one of

the first Europeans to come to California.

In 1541, Cabrillo got orders from the Spanish governor of

Mexico. His orders were to explore the Pacific coast of California.

The next year, Cabrillo and his shipmates left the port at

Navidad, Mexico. They took two ships: the San Salvador and the

Victoria. On their trip they explored both San Diego and Monterey

Bays. They also made contact with several groups of Native

Americans.

On this trip Cabrillo had an accident that proved fatal. He

broke his leg. He had complications and later died on San Miguel

Island off of the California coast.

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Date: ________________________

Comprehension Questions – Cabrillo

Please read the questions below and circle the best answer. 1. Where is Cabrillo’s monument? a. San Francisco b. Jackson c. Monterey d. San Diego 2. What year was the monument built? a. 1851 b. 1913 c. 1849 d. 1852 3. How many ships did Cabrillo take to California? a. one b. three c. two d. four 4. How did Cabrillo die? a. in a shipwreck b. of old age c. of a broken leg d. his ship was attacked. 5. Cabrillo went to California to: a. make friends with Native Americans b. explore the Pacific Coast of California c. find San Diego and Monterey d. live


Date:________________ Partner:_________________

Fluency Journeys – Father Junipero Serra

This is a one minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page Father Junipero Serra was a Spanish priest. He was born in

Spain. In 1769, the Spanish government sent him with an expedition

to California to build settlements. He traveled over land with an army

captain named Portola.

Father Serra established nine missions in California. Twelve

more were build after his death. The missions were built so that

Spain could spread the word about their Catholic religion to the

Native Americans. They would also serve as a place for the Spanish

and the Native Americans to come together and visit and trade.

The missions were built about every thirty miles. In those days,

much of the travel was done by foot. Thirty miles was about the

distance a person could travel in one day.

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Date: ________________________

Comprehension Questions – Father Junipero Serra

Please read the questions below and circle the best answer. 1. Father Serra was a priest from what country? a. Spain b. Italy c. Mexico d. San Diego 2. What year did the Spanish governent send Father Serra to California? a. 1851 b. 1769 c. 1776 d. 1492 3. How many missions did Father Serra establish in California? a. nine b. three c. twelve d. four 4. How many were established after Father Serra died? a. nine b. three c. twelve d. four 5. How far apart were missions built? a. ten miles b. it varied c. thirty miles d. 100 miles


Date:________________ Partner:_________________

Fluency Journeys -- Miwok

This is a one minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page. The Miwok Indians lived on the western slopes of the Sierra

Nevada Mountains. They also lived North of the San Francisco Bay

and in the San Joaquin Valley.

They survived by hunting and gathering. They were skilled

artisans who made beautiful baskets. This tradition has carried on to

modern times.

Games were important for the Miwok. Many games we play

today come from the Miwok. These games include tag and hide-and-

seek. Other games Miwok children played taught them important

hunting and survival skills.

More Native Americans lived in the Central Valley and the

western slope of the Sierra Nevada Mountains than anywhere else in

California.

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Date: ________________________

Comprehension Questions – Miwok

Please read the questions below and circle the best answer. 1. What state do the Miwok come from? a. California b. Oregon c. Nevada d. Florida 2. How did the Miwok get their food? a. they bought it b. they traded with other tribes c. grew crops d. hunted and gathered it 3. The Miwok were artisians and created what type of objects? a. pots b. baskets c. elaborate hats d. furniture 4. What games did the Miwok children play? a. tag and hide-and-seek b. hide-and-seek and baseball c. tag and baseball d. tag and four square 5. Which place did the Miwoks not live? a. Sierra Nevada Mountains b. San Joaquin Valley c. North of the San Francisco Bay d. San Diego



Amazing Tales


Date:________________ Partner:_________________

Fluency Amazing Tales Words 1 This is a 60 second timed practice. When time is up calculate the total WPM read.

jammed mercury hermit fascinate draft craft 6

raft timid peculiar autumn tremble etch 12

frost mail padded wind swept windswept 18

railroad airport seatbelt everywhere understand anything 24

ninety-nine already fire place fireplace ourselves 30

forever breakfast whenever meanwhile afternoon make 36

believe inside outside birthday baseball landmark 42

nationwide postscript motorcycle tonight whole while 48

smile could would should world writing 54

build school finished morning coming stopped 60

getting goes going happen happened receive 66

quit orphan proud peasant hallow elegant 72

shift chaperone crossly charge hesitate hesitation 78

harbor final middle weather labor model 84

chapter special sugar bottle medal collar 90

prosper towel beggar battle trouble shower 96

uncle doctor neighbor little dollar daughter 102 Total Words Read: ____________ Minus errors: ____________ = WPM ____________



Date:________________ Partner:_________________

Fluency Amazing Tales Words 2 This is a 60 second timed practice. When time is up calculate the total WPM read.

circle shoulder horrible pot all caught 6

paw for fur heard ago item 12

pencil noise oil zebra vision cave 18

valve vine ride by pie high 24

horizon clump bump crinkled sprinkled snagged 30

weather vane harvest blizzard commotion pasture 36

churn brim whiff singe hinge plenty 42

worry licked spirits sprouted lit absorb 48

expand contract devised revised flip flipping 54

snap snapping race racing land landed 60

please pleasing check checking dare daring 66

dim dimmed rub rubbed strip smell 72

smelling phone phoning faint fainted care 78

cared joke joking tap tapping wrap 84

wrapping fixing breathe tire borrow explode 90

insist refuse storm separated building difficult 96

make take hold bold told sold 102 Total Words Read: ____________ Minus errors: ____________ = WPM ____________



Date:________________ Partner:_________________

Fluency Amazing Tales – Folktales

This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page. A folktale is a story handed down orally from generation to

generation. When it is written down it becomes a fairy tale or a fable

depending on what elements are in the story.

Folktales contain universal messages and truths. This means that

they have meaning to anyone who is a person. No matter what

country one if from, no matter what language they speak…everyone

will understand the message and lessons…the universality of the

story being told.

There are elements that are contained in most all folktales. There

are usually magical objects, wishes are often granted, animals can

talk and monsters may appear. There is often the use of trickery.

Poor people become rich and good always defeats evil.

When folktales share common elements they are grouped together

according to what type of folktale they are. Some are tales of talking

animals. Some tell why and are called “Pourquoi” tales. Fairy tales

contain magic and trickster tales involve trickery.

No matter what elements they contain, folktales are fun to read

and retell over and over and over again.

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Comprehension Questions – Folktales Please read and answer the questions below. Use complete sentences for your answers. 1. What is a folktale? ____________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 2. What is a universal truth? ____________________________________________ __________________________________________________________________________ __________________________________________________________________________ 3. What are two common elements found in folktales? ____________________ __________________________________________________________________________ __________________________________________________________________________ 4. When does a folktale become a fairy tale? _____________________________ __________________________________________________________________________ __________________________________________________________________________


Date:________________ Partner:_________________

Fluency Amazing Tales – Cap O’Rushes – Part 1 This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page Once upon a time there was a man with three daughters. He was a rich man and wanted to see how much his daughters actually loved him. He went to the first daughter and asked, “How much do you love me oh first and honored one?” “I love you as I love my very own life father,” she replied. He went to the second daughter and posed the same question, “How much do you love me daughter number two?” “Father, I love you more than I love the entire world,” she replied. Finally, he went to his youngest daughter. “Daughter,” he asked, “how much do you love me?” “I love you, Father, as fresh meat loves salt.” The father was taken aback. He didn’t understand. He became angry. “You do not love me. Leave my house.” With that he cast her away to be on her own. She walked until she came to a riverbank. She cut the lush green rushes and wove them into a coat to wear over her fine clothes. She went to a great house and took a job as a servant. She gave them no name so they called her Cap O’Rushes because her clothes and her cap were made from river rushes. One day there was a great ball and the servants were allowed to go look at the beautiful people. Cap O’Rushes told the other servants she was too tired to go, but when they left she cast aside her clothes of rushes and put on the fine and lovely clothes she was wearing when she was cast out of her home.

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Comprehension Questions – Cap O’Rushes – Part 1 Please read and answer the questions below. Use complete sentences for your answers. 1. How many daughters did the rich man have?___________________________ __________________________________________________________________________ __________________________________________________________________________

2. How much did the youngest daugther love her father? _________________ __________________________________________________________________________ __________________________________________________________________________ 3. What did the daughter cut to wear for a coat? __________________________ __________________________________________________________________________ __________________________________________________________________________ 4. What did the servants call the youngest daughter? _____________________ __________________________________________________________________________ __________________________________________________________________________


Date:________________ Partner:_________________

Fluency Amazing Tales – Cap O’Rushes – Part 2 This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page. When the master’s son laid eyes on the beautiful girl he fell in love. Cap O’Rushes and the boy danced only with each other. When she realized how late it was she slipped away before the other servants got home. When they arrived she pretended to be asleep. The next day they told her all about the beautiful girl who stole the heart of the master’s son. Eager to see her again, the master’s son had another ball that evening. Again, Cap O’Rushes told the other servants she was too tired to go to the ball and again she snuck out and danced all night with the master’s son. She would not tell him her name or where she was from. He gave her a ring and told her if he didn’t see her again he would die. Again, Cap O’Rushes snuck away. There were no dances and the young girl, pretending to be a servant, did not reveal her identity. The master’s son would not eat or drink or get out of bed. His mother asked the cook to make him some gruel because he was not eating. Cap O’Rushes volunteered for the task, before she gave it to the cook to bring to the young master; Cap O’Rushes slipped the ring into the bottom. The master’s son drank it up and found the ring at the bottom. “Send for the cook,” he shouted with more energy than he’d had for days. The cook came nervously. “Who made this gruel?” He demanded. “I did,” she answered meekly. “No you didn’t,” he accused. “Who made it?” The cook stammered, “It was Cap O’Rushes.” “Send her to me.” He added a please for good measure.



Comprehension Questions – Cap O’Rushes – Part 2 Please read and answer the questions below. Use complete sentences for your answers. 1. What did the master’s daughter think of Cap O’ Rushes ? ______________ __________________________________________________________________________ __________________________________________________________________________

2. Why did the master’s son have another ball? ___________________________ __________________________________________________________________________ __________________________________________________________________________ 3. Why was the master’s son not eating? _________________________________ __________________________________________________________________________ __________________________________________________________________________ 4. What did Cap ‘O Rushes put at the bottom of the master’s son cup? __________________________________________________________________________ __________________________________________________________________________


Date:________________ Partner:_________________

Fluency Amazing Tales – Cap O’Rushes – Part 3 This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page. Cap O’Rushes went to the master’s son.

“Did you make this gruel?” he asked.

“I did,” she replied.

He squinted at her, but her face was hidden behind the cloak of

rushes. “Where did you get it?”

“From he who gave it to me,” she answered.

“Who are you?” He asked.

She took off the cloak to reveal that she was the beautiful girl in

the lovely clothes.

The master’s son was soon well and he and Cap O’Rushes were

married. Before the wedding she went to the cook and told her,

“Dress every dish with a bit of salt.”

All of the grand families were invited to the wedding. When

they tasted the meat an old man at the end of the table began to cry.

“What is it,” asked the master.

“I had a daughter and I asked her how much she loved me and

she said as fresh meat loves salt. I turned her away and now I know

she loved me most of all. I fear she is dead.”

“No,” said Cap O’Rushes. She went to her father and forgave.

They all lived happily ever after.

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Comprehension Questions – Cap O’Rushes – Part 3 Please read and answer the questions below. Use complete sentences for your answers. 1. Who made the gruel?__________________________________________________ __________________________________________________________________________ __________________________________________________________________________

2. Who got married? _____________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 3. Why did the old man cry? _____________________________________________ __________________________________________________________________________ __________________________________________________________________________ 4. Who was the old man? ________________________________________________ __________________________________________________________________________ __________________________________________________________________________


Date:________________ Partner:_________________

Fluency American Tales – Alexander Juan Pickle This is a three-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page. Alexander Juan Pickle sat in front of the television mindlessly making Private Mindnumb jump from box to box collecting bricks. He was looking for Major “something or another” so that he’d be able to break through to the next level, find the treasure and beat the game. So into his game, he didn’t notice the “blinnnnnggggg” behind him nor did he notice the puff of smoke and the chubby little lady in the pink tutu. “Et-hum,” she cleared her throat as she dusted off her dress. Nothing. “ET-HUM!” she tried – louder this time. Zilch. She walked around to the front of the couch and stood directly between the television and Alexander. “Holy popcorn!” He said under his breath. He rubbed his eyes. Not sure he was really seeing what he saw. “I am your fairy godmother,” she said, “seems that the tooth fairy’s concerned you aren’t getting enough exercise.” “The tooth fairy?” Alexander asked skeptically. “She carries a lot of weight. Anyway, we are going to grant you entrance into your game and all of the ability of Major Slug or whoever it is you are looking for. “Seriously?” Alexander sat up for the first time in two hours. “Righteous.” “Yes, righteous. Now stand up and get ready and remember…be back at this very spot,” she pointed to a pink box that appeared on the television screen, “in two hours.” She wiggled her nose, tapped her toes, turned around three times, waved her wand and zoom…he was in the game.

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Comprehension Questions – Alexander Juan Pickle Please read and answer the questions below. Use complete sentences for your answers.

1. What was the chubby little lady wearing?___________________________ _______________________________________________________________________ _______________________________________________________________________ 2. How did the chubby lady get Alexander’s attention? _______________________________________________________________________ _______________________________________________________________________ 3. Who was the chubby little lady? _______________________________________________________________________ _______________________________________________________________________

4. What did Alexander have to remember? _____________________________

________________________________________________________________________

________________________________________________________________________


Date:________________ Partner:_________________

Fluency American Stories – Sauerland Part 1

This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page.

Sarah Suzy Stickle refused to eat her veggies.

Her mother didn’t really care. She didn’t like veggies either.

Well, it wasn’t that she didn’t like them. It was mostly that she’d

never tried most of them. Neither Sarah nor her mother had ever

tasted anything but sauerkraut – because that was all that grew in

Sauerland and both Sarah and her mother had never been out of

Sauerland.

Hating sauerkraut, Suzy and her mother were wasting away to

nothing.

The town had another problem…no one was healthy and they

were all having trouble seeing in the dark. In fact, every town member

was almost blind by the time he or she reached 70-years-old. Which

caused major problems because most people in Sauerland lived to be

at least 120.

See, Sauerkraut is pickled cabbage and the pickled part

preserved the people and enabled them to live extra-long lives. But

since they ate no other vegetables…they weren’t very healthy as they

aged…or as they younged for that matter.

One fall evening, while Sarah was raking leaves in the yard, a

strange truck pulled into town and stopped at the corner of Kraut and

Main. The truck had a bell that wouldn’t stop ringing. Soon the

people of Sauerland began to gather ‘round a little man with a green

cap.

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Comprehension Questions – Saucerland Part 1 Please read and answer the questions below. Use complete sentences for your answers. 1. What did Suzy refuse to eat?___________________________________________ __________________________________________________________________________ __________________________________________________________________________

2. Name one problem the town had? _____________________________________ __________________________________________________________________________ __________________________________________________________________________ 3. What happened one evening? _________________________________________ __________________________________________________________________________ __________________________________________________________________________ 4. Why didn’t Suzy like veggies? _________________________________________ __________________________________________________________________________ __________________________________________________________________________


Date:________________ Partner:_________________


This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page

Curious, Sarah decided to join them.

“Gather round folks and listen to my tales of the world. I’ve

spent the last sixteen years traveling to the four corners of this great

earth and have gathered the tastiest morsels you’ll ever crunch

between the tiny white boulders in those kissing traps of yours.”

The strange man in the green cap pulled out a long, orange

stick. It was tapered at one end. Mrs. Grump nudged Sarah, “I’ve

heard of those…rabbits eat them in fairy tales. Didn’t know they were

real.”

The man swung his head to face Sarah. “They are real…this is

a carrot…it originated over 5000…count them….5000 years ago in

Afghanistan.” He pulled out a large basket of the orange carrots and

began handing them out. “Taste up, people of Sauerland. Taste what

you are missing.”

They each took a carrot, but no one would try it.

He leaned in and lowered his voice. “They also possess magical

powers. Eat a carrot a day…and you will never have to worry about

your eyesight again.”

The people gasped and immediately began crunching. They

loved the carrots and begged the man to stay. The man agreed. He

bought a patch of land and planted rows and rows of carrots. Suzy

loved to garden, so she helped him with the farming.

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Comprehension Questions – Sauerland Part 2 Please read and answer the questions below. Use complete sentences for your answers. 1. What did the strange little man pull out?_______________________________ __________________________________________________________________________ __________________________________________________________________________

2. According to the little man, how long ago did the carrot originate? __________________________________________________________________________ __________________________________________________________________________ 3. What magical powers did the man tell the people that carrots possessed? __________________________________________________________________________ __________________________________________________________________________ 4. Who helped the man with his farming? ________________________________ __________________________________________________________________________ __________________________________________________________________________


Date:________________ Partner:_________________


This is a one-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page

The little man showed Suzy how to grow carrots and other

vegetables and Suzy tried them all. She realized everything she’d

been missing and decided to learn all she could about growing these

wonderful crops.

She tried to get the townspeople to eat the other vegetables, but

she didn’t have a story like the little man and the magical powers of

carrots. Besides, the carrots were working…people could see better at

night and some of the people who had lost their sight were beginning

to see shadows. They were afraid if they didn’t only eat carrots they’d

revert back to their previous shadowy selves.

Only something strange happened…

By winter everyone in the town had eaten so many carrots their

skin turned orange. Seeing this as a problem, the mayor called a

special meeting.

“My fellow Sauerkrautians…it seems we have fallen for a

sinister plot to turn us into orange people! I don’t yet know the

reason for the plot, but I will surely find out. Bring me the strange

man from the carrot farm.”

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Comprehension Questions – Sauerland 3 Please read and answer the questions below. Use complete sentences for your answers. 1. What did the little man show Suzy how to do?__________________________ __________________________________________________________________________ __________________________________________________________________________

2. What happened to the townspeople because they ate so many carrots? __________________________________________________________________________ __________________________________________________________________________ 3. Why did the mayor call a special meeting? _____________________________ __________________________________________________________________________ __________________________________________________________________________ 4. Why were the townspeople afraid not to eat carrots? ___________________ __________________________________________________________________________ __________________________________________________________________________


Date:________________ Partner:_________________


This is a one-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page

The people brought the little man from the carrot farm to the

mayor. “Your carrots have turned us orange…we are strange

now…we are branded. What is your sinister plan?”

“There is no plan,” the man said and he called Suzy forward.

Everyone gasped. Suzy was not orange at all, but the glowing color of

health. “Suzy has been trying to get all of you to eat the delicious

variety of vegetables we grow at our farm for months…only you refuse

to try anything new.”

“I eat a bit of everything, broccoli and turnips and squash and

onions and lettuce and these amazing little red fruits called tomatoes

and I’m not orange,” she said. “Oh, I eat carrots too…only not

exclusively.”

“We need a balance,” the little man said, “just because some is

good doesn’t mean more would be better. Healthy living requires

variety.” He said and winked at Suzy. “How’d you like to taste some

chocolate?”

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Comprehension Questions – Sauerland Part 4 Please read and answer the questions below. Use complete sentences for your answers. 1. What did the mayor ask the little man?________________________________ __________________________________________________________________________ __________________________________________________________________________

2. Why was Suzy not orange like all of the other townspeople? ____________ __________________________________________________________________________ __________________________________________________________________________ 3. What did the little man tell the townspeople they needed? _____________ __________________________________________________________________________ __________________________________________________________________________ 4. What does the little man offer the townspeople at the end of the story? __________________________________________________________________________ __________________________________________________________________________



Problem Solvers



Date:________________ Partner:_________________

Fluency Words Problem Solvers This is a 60 second timed practice. When time is up calculate the total WPM read.

brought sought taught Sing sang song 6

album photo pictures movie voice choice 12

during answer problem rehearsal dirty front 18

large small understand disappoint lovely voice 24

choice trouble some drizzle crunch bunch 30

munch crutch much such volunteer wish 36

wishes vacation essay great clean home 42

holiday restless because amazement attentive nervous 48

strumming wide grin teacher gift gleamed 54

stones butterfly get hugged exclaimed music 60

shoes room double take important simple 66

live reason parents common million name 72

first behind tradition know knowledge nation 78

people ask shark attach attack risk 84

public sink question electric jacket blank 90

ache crooked drink topic track blanket 96

struck mistake junk squirrel quick luck 102 Total Words Read: ____________ Minus errors: ____________ = WPM ____________


Date:________________ Partner:_________________

Fluency Words Problem Solvers 2 This is a 60 second timed practice. When time is up calculate the total WPM read.

luck picnic basket sock comic tropical 6

aqua aquatic water sure here knew 12

might pretty really very where little 18

until into off said our letter 24

final finally differ different excitement truly 30

suppose beauty duty ugly hungry lazy 36

lonely marry alley ready body sorry 42

twenty empty turkey honey hockey valley 48

fifty movie monkey pretty sadly friendly 54

city slowly fiery envy mercy chimney 60

imaginary village cottage bridge fence strange 66

chance twice cage change carriage glance 72

ridge manage damage since marriage edge 78

lodge cabbage dodge fleece fringe excellent 84

proclaim enough guard grain eventually kingdom 90

throne listen nothing farmer plantation stage 96

vibrate mention intend talent property comfort 102 Total Words Read: ____________ Minus errors: ____________ = WPM ____________


Date:________________ Partner:_________________

Fluency Words Problem Solvers 3 This is a 60 second timed practice. When time is up calculate the total WPM read.

laugh liking locate locked listen liquid 6

familiar flourish flesh field fowl fungi 12

dangerous done dawn determined digest disagree 18

either earthquake exterior exercise execute extreme 24

heart heating heroic historical holly hopped 30

instance interior inn illness injection ingredient 36

crayons correctly curing cares critic connect 42

majority mansion marched meadow meals merely 48

nearby neither nickel nitrogen notation natural 54

obtain occasion occurring official operetta ornaments 60

paid pain passage permit phrase picked 66

resort respond rising roar rural realized 72

scald schedule science sentinel shone sizes 78

tail temperate terrify theft though tidy 84

voted veto video vase vacation vine 90

wages warned waves wealthy wreck wrench 96

ballot bated biscuit blown bore burnt 102 Total Words Read: ____________ Minus errors: ____________ = WPM ____________


Date:________________ Partner:_________________

Fluency American Stories – Cans and Can Openers This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page

Before the invention of the can for food storage, food preservation

was difficult. In 1810, a British storekeeper named Peter Durand

decided to try to find a way to package and store food so it would stay

fresh and safe longer. What resulted was the can.

With his invention, canned rations for soldiers and explorers

saved thousands of people from starving to death while they were at

war or charting new lands. Everyone was so glad to have a way to

preserve food that no one complained about how difficult it was to

actually open a can. At least at first no one complained.

Cans were made of strong metal and while it was fine for a

soldier to open them with much sweat and strength, they were very

difficult for the average person to open. That is until a man named

Ezra J. Warner of Connecticut invented the first can opener.

The first can opener was a frightening contraption. It was a

combination of a bayonet and a huge knife. This can opener was

used widely during the American Civil War, but it was not practical.

In 1870, household use of the can opener increased when

William W. Lyman introduced a model that was safer and easier to

use. Now people all over the world could open cans without risking

the loss of a finger or two and we’ve been preserving food in cans ever

since.

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Comprehension Questions – Cans and Can Openers Please read and answer the questions below. Use complete sentences for your answers. 1. Why was food preservation difficult? __________________________________ __________________________________________________________________________ __________________________________________________________________________

2. Describe the first can opener: _________________________________________ __________________________________________________________________________ __________________________________________________________________________ 3. Discuss the changes brought about by the invention of the can opener: __________________________________________________________________________ __________________________________________________________________________ 4. Who invented the can opener? Please provide details: __________________________________________________________________________ __________________________________________________________________________


Date:________________ Partner:_________________

Fluency American Stories – Levi Strauss This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page

Did you ever wonder where the jeans you wear originated from?

Would you be surprised to discover that it was San Francisco,

California?

During the California Gold Rush of 1849, a canvas salesman

from San Francisco made an observation. He noticed that the pants

worn by the miners and prospectors could not stand up against the

wear and tear of their work. His name was Levi Strauss.

Levi decided to stitch together some of the canvas fabric he had

into pants. The canvas was light colored and stained easily. He

thought and thought and came up with a solution. He would use

denim, which was the same canvas only dyed blue. These pants were

durable and hid the stains and dirt of mining.

In 1870, a tailor from Reno, Nevada added the metal rivets for

strength. He needed a partner, so he naturally turned to Levi. Levi

sold him the canvas for his jeans anyway. Together they opened Levi

Strauss & Company and have been making pants ever since. Today

this same Levi Strauss & Company is the number one jean brand in

the world.

Once pants of miners and cowboys, today jeans are worn by

almost everybody around. How many pair do you have?

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Comprehension Questions – Levi Strauss Please read and answer the questions below. Use complete sentences for your answers. 1. Where did jeans originate from?_______________________________________ __________________________________________________________________________ __________________________________________________________________________

2. What did Strauss stitch together to make pants? ______________________ __________________________________________________________________________ __________________________________________________________________________ 3. What did the tailor from Reno add? ____________________________________ __________________________________________________________________________ __________________________________________________________________________ 4. What was the name of the company Strauss and his partner opened? __________________________________________________________________________ __________________________________________________________________________


Date:________________ Partner:_________________

Fluency American Stories – George Washington Carver

This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page

One of the greatest inventors of all time was probably a man

named George Washington Carver. Carver is believed to have been

born before slavery was abolished, somewhere in Missouri in 1864.

An African American inventor and scientist, his contribution to the

products we use everyday is tremendous.

He is probably best known for his research into growing

peanuts and sweet potatoes. His goal was to discover crops besides

labor intensive cotton for poor farmers to grow. He also published

over 100 food recipes for peanuts for the agricultural extension.

Through his work, Carver discovered over three hundred uses

for peanuts, soybeans and sweet potatoes. He worked on improving

soils, growing crops with low inputs and putting nitrogen back into

the soil.

He graduated from the Iowa Agricultural College, present day

Iowa State University, in 1891 with a B.A. and obtained an M.A in

agriculture in 1897. That year, at the urging of Booker T.

Washington, Carver served as the agricultural director for the

Tuskegee Institute.

The Tuskegee Institute was in Alabama. It was a school that

enabled great Americans like Washington and Carver to improve the

lives of black Americans through education and the acquisition of

skills. In 1953, the place of his birth was declared a national

monument.

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Comprehension Questions – George Washington Carver Please read and answer the questions below. Use complete sentences for your answers. 1. Who was George Washington Carver?__________________________________ __________________________________________________________________________ __________________________________________________________________________

2. What was George Washington Carver best known for? _________________ __________________________________________________________________________ __________________________________________________________________________ 3. What did George Washington Carver work on improving? ______________ __________________________________________________________________________ __________________________________________________________________________ 4. Discribe George Washington Carver’s education? ______________________ __________________________________________________________________________ __________________________________________________________________________


Date:________________ Partner:_________________

Fluency American Stories – Ellen Ochoa This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page

Ellen Ochoa was the first Hispanic female in space. Ellen was

born in Los Angeles in 1958. She worked hard and earned her college

degrees in Physics from San Diego State University. She went on to

earn a Master of Science degree and a doctorate in electrical

engineering from Stanford University.

While Ellen was at Stanford, she invented a device that can be

used to manufacture goods robotically with robotic guiding systems.

In 1990, Ellen was selected by NASA for the space program. In

July 1991 she became an astronaut. In 1993, she flew on the ATLAS-

2 Discovery for a nine day mission. During this flight the crew

conducted scientific studies to help them better understand the

effects of solar activity on the Earth’s climate and environment.

Her most recent flight was in 2002. She was on the 13th Space

Shuttle mission to the International Space Station. The eleven day

mission was the first one in which the Station’s robotic arm was used

to help spacewalkers move around the station and the first time all of

the Space Shuttle crew’s spacewalks were based from the airlocks.

Ellen is a mission specialist and a flight engineer. She has

conducted four space flights and logged over 950 hours in space.

She’s won many awards and is a true American Hero.

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Comprehension Questions – Ellen Ochoa Please read and answer the questions below. Use complete sentences for your answers. 1. What was Ellen Ochoa the first Hispanic woman to do? __________________________________________________________________________ __________________________________________________________________________

2. Where did Ellen earn her Master’s degree? _____________________________ __________________________________________________________________________ __________________________________________________________________________ 3. In what year did she fly on the ATLAS-2? ______________________________ __________________________________________________________________________ __________________________________________________________________________ 4. How many hours does Ellen have logged in space? _____________________ __________________________________________________________________________ __________________________________________________________________________


Date:________________ Partner:_________________

Fluency American Stories – Lewis Howard Latimer

This is a two-minute timed reading. When asked who invented the light bulb, one immediately

jumps to Thomas Edison, but that little piece of filament inside the

light bulb was invented by a former African American slave by the

name of Lewis Howard Latimer.

Lewis was born to slaves who’d escaped from Virginia. He

joined the Union Army and fought in the Civil War. After the war he

worked for Alexander Graham Bell. Bell hired Lewis to draw the

plans for his latest invention, the telephone. Lewis worked at record

speed because Bell was racing against a rival inventor to see who

would have the blueprints to the U.S. patent office first. Lewis helped

Bell to succeed in registering his paperwork just a few hours earlier

than the other party.

In 1880, Lewis was hired to work at the U.S. Electric Lighting

Company to develop a lamp that would be practical for everybody to

use. It was there, in 1882, that Lewis invented a device for

manufacturing the carbon filaments used in the lights.

Plus, he was the single person who supervised the installation

of the original street lights in New York City, Philadelphia, Montreal

and London.

He is the only African American who is a distinct member of

Edison’s Pioneers – Thomas Edison’s distinct team of inventors. While

he was working for Edison he wrote the first engineering handbook on

lighting systems. Lewis’ work made it possible for light bulbs to be

used by all of us everyday.

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Comprehension Questions – Lewis Howard Latimer Please read and answer the questions below. Use complete sentences for your answers. 1. What war did Lewis fight in?___________________________________________ __________________________________________________________________________ __________________________________________________________________________

2. What did Lewis help Alexander Graham Bell succeed in doing? __________________________________________________________________________ __________________________________________________________________________ 3. Who did Lewis work for in 1880? ______________________________________ __________________________________________________________________________ __________________________________________________________________________ 4. What is Lewis Howard Latimer a distinct member of?___________________ __________________________________________________________________________ __________________________________________________________________________


Date:________________ Partner:_________________

Fluency American Stories – Biddy Mason This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page. California became a state in 1850. That was one year after the

gold rush began in 1949. At that time, states were either free states

or slave states. California joined as a free state. This didn’t stop

some slave owners from bringing slaves with them when they moved

west.

In 1852, a man named Robert Smith brought a slave to

California. Her name was Bridget Mason. Her friends called her

Biddy. Biddy was a great woman who didn’t want to be a slave. One

day her master, Smith, decided to move to Texas. Biddy did not want

to go, so she sued Smith.

She took him to court in Santa Monica, California. The first

thing that Smith did was lie. He told the judge that the fourteen

people who claimed to be his slaves were really his hired help. He

said he paid them wages. He also said he gave them food and a place

to live. He said they were going with him to Texas because they

wanted to.

Neither Biddy nor the other slaves could testify. There was a

law that said black people could not testify against white people.

The judge was from a free state on the East Coast. He was

against slavery. He questioned the slaves in his chambers. He

decided that the slaves should live freely in California. His name was

Judge Hayes and he freed Biddy and her friends.

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Comprehension Questions – Biddy Mason Please read and answer the questions below. Use complete sentences for your answers. 1. What year did California become a state?_______________________________ __________________________________________________________________________ __________________________________________________________________________

2. Who brought Bridget Mason to California? _____________________________ __________________________________________________________________________ __________________________________________________________________________ 3. What did Biddy do that was important? _______________________________ __________________________________________________________________________ __________________________________________________________________________ 4. What judge helped to free Biddy Mason? _______________________________ __________________________________________________________________________ __________________________________________________________________________



Science and Nature



Notes and Doodles


Date:________________ Partner:_________________

Fluency Science and Nature – What are Plants? This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page.

If you are not an animal and you are not a microorganism, then

you are a plant. There are thousands of different plant species. They

come in all shapes and sizes. Some are wildly colorful, some are so

small that you can’t even see them and some are large enough to live

in.

Most plants have roots, stems and leaves. They are the main

source of our food. In fact, humans and animals get fruits, vegetables

and grains from plants. We even need plants for the meat we eat,

because cows, chickens and other sources of meat depend on plants

for food. If they didn’t have plants to eat, we wouldn’t have them to

eat.

Plants also give off a gas that humans need to breathe. This

gas is called oxygen.

Plants have the ability to make their own food. They capture

light energy and change it into chemical energy. This chemical energy

is stored as sugar. The chemical energy lets the plant, and anything

that eats it, grow and reproduce.

Plants are amazing and wonderful. We use them everyday. It

would be difficult to live without them.

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Date: ________________________


Please read the questions below and circle the best answer. 1. If you are not an animal or a microorganism what are you? a. a human b. a dog c. a plant d. a cow 2. Most plants have what things in common? a. they have roots, stems and leaves b. they are all green c. they are all large d. they have roots and leaves 3. What are two things humans use plants for? a. food and oxygen b. food and chemical reactions c. oxygen and coloring d. making water and food 4. How do plants make their own food? a. they capture light energy and turn it into chemical energy b. they process meat for humans to eat c. they can’t store sugar d. they use their roots, leaves and stems 5. Plants come in: a. green and pink b. all shapes and sizes c. a hundred different styles d. green


Date:________________ Partner:_________________

Fluency Science and Nature – Asteroids, Comets and Meteoroids This is a two-minute timed reading. When time is up calculate the total CWPM read by using the formula at the bottom of the page.

Small bodies that orbit the sun are called asteroids, comets and

meteoroids.

Asteroids are like small planets and are usually less than a mile

across. There is a cluster of asteroids, called the asteroid belt,

between the orbits of Mars and Jupiter, that makes travel difficult.

This belt contains over 40,000 asteroids, each over a half a mile wide!

Comets are long and made up of dust and ice and rocks. Most

comets travel in wide orbits. One particularly famous one, Halley’s

Comet, takes over 76 years to orbit the sun. The glowing tail behind a

comet is actually gas that burns off when it is near the sun.

Meteoroids are rocky fragments. They can be large or small.

They are called meteors if they burn up when they enter the Earth’s

atmosphere. If they are large enough to break through the

atmosphere of the Earth without breaking up, they are called

meteoroids. Some are so large that when they hit the earth they form

huge craters. A good example of this is in Arizona. A meteoroid that

fell a long time ago left a crater almost a mile wide. The shooting

stars you see are really meteoroids.

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Date: ________________________


Please read the questions below and circle the best answer. 1. What are small bodies that orbit the sun called? a. planet b. asteroids, comets and meteoroids c. water d. sun 2. According to the passage, asteriods are like: a. rocks b. dust c. craters d. small planets 3. Comits are long and made of: a. dust, ice and rocks b. dust, rocks and craters c. dust, ice and dirt d. dust and ice 4. The glowing tail behind a comit is actually; a. ice b. gas c. steam d. smoke 5. Shooting stars are actually: a. planets b. meteoroids c. asteroids d. comets


Notes and Doodles


Inventory Sheets and Logs



Oral Reading Fluency

Reading fluency is basically the speed or rate of reading, as well as the ability to read while expressing smoothly, effortless and automatically without thought to the decoding process. A student’s reading rate is calculated by dividing the number of words read correctly by the total time reading. The drills in this handbook are designed as reads to help build fluency. They are embedded in the activities, take minutes out of the day and, if completed daily, work well in an RTI setting. As a general guide, students should reach the following fluency benchmarks:

Grade Three

Fall Grade 3 79 - 110 words per minute Winter Grade 3 93 - 123 words per minute Spring Grade 3 114 - 142 words per minute

Grade Four


Grade Five



Name ___________________________ Partner__________________________

Oral Fluency Record

Passage Number DATE CWPM DATE CWPM DATE CWPM DATE CWPM DATE CWPM

CWPM = correct words per minute


Name ___________________________ Partner__________________________

Oral Fluency Record




Name ___________________________ Partner__________________________

Oral Fluency Record




Name __________________________ Partner ___________________________

Oral Fluency Graphs

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DATE PASSAGE NUMBER


Name ___________________________ Partner ___________________________

Oral Fluency Graphs

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Comprehension Question Answers

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Documents

Five-Minutes to Fluency Practice Level 4