Teach content area knowledge in your reading block. Kill 2 birds with one stone by teaching reading and comprehension and science all at the same time. This passage about bacteria is high-interest even for students who are not studying it in science. There are many ways to use this resource!
You could use this for students in a science classroom who are in Learning Support or who read much lower than their peers. It is a way of teaching the content on a much lower reading level. It would also work for ESL students who need more simplified vocabulary.
You could also use this to teach science concepts during guided reading. My school district currently has a large focus on reading and math. Therefore, the blocks in elementary school allotted for science and social studies are shrinking. In order to help you teach science concepts to your students, you could incorporate science instruction into the reading block. This way, students are getting reading skill instruction (comprehension and fluency) while also reading about science material.
Even if you have ample time for science, or if the content of the articles does not match your district’s curriculum, you can use the passages during a reading block. The passages are high-interest and extremely engaging for students.
This resource includes a student copy and a teacher copy of each passage. The student copy has the border, and the teacher copy contains the number of words at the end of each line.
To begin, I would use the passages as a fluency component. Using your district’s, DIBEL’s, Hasbrouck and Tindal’s, or other fluency standards, decide on a goal for your students. Time each student for one minute to see how many words he/she reads. Subtract any errors. Have (or help) students graph their time on the chart on page 6. After the initial cold read, work with students on phrasing, expression, prosody, etc. I usually have students echo my reading a few times, then choral read. Repeat up to 4 times, having students graph each timing. (Timings and Graphing should only be done on an independent reading- not a choral or echo read.) Some students may even be able to do this independently at a reading or literacy center. They could time each other and help each other with decoding difficult words.
This resource also includes 16 comprehension questions. You may want to use them as worksheets or in a reading or literacy center. You may choose to cut them apart and use them as task cards or for playing scoot. You could tape the questions up around the room and have students find and answer each question. You could even send the passage and questions home for homework. The questions are perfect for standardized test prep.
This resources has many wonderful uses. It is an entire, themed pack, which could be used to fill your literacy centers for at least 3 days. If you are working on fluency or comprehension with your students, you could also teach the passages during guided reading.
This passage has a Flesch-Kincaid Grade Level of 4.9. While I did check high school and middle school grades, this material would only be beneficial to students who are reading below grade level. Your average high or middle school reader would not benefit from this package.
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