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This set includes 20 days of everything needed for a reading intervention program with students whose reading abilities fall in the Fountas and Pinnell reading range of levels Q-T.
This set of The Reading Intervention Program is now available in a DIGITAL VERSION included in this download!
The fonts in this set have been revised to be more clean and neat for students to read. Enjoy!!
Now included are COMPLETE answer keys for every passage, including word work, vocabulary, and comprehension keys.
Now included are MP3 recordings of EVERY passage and multiple-choice questions/answers. If you have students who struggle with decoding but still need practice with comprehension, this is a great option for you and your students!!
To purchase the bundle of 100 reading passages and save 20% click on the link below:
To purchase other sets in a variety of levels, click on the link below:
*************** MUST READ BEFORE PURCHASING ***************
Each passage is NOT individually leveled, however, they range from Fountas and Pinnell Levels Q-T. I believe students can read on more than just one reading level. I think we limit our kids when we place them on just one level. That is why each set is in a 'range' of a few levels. If your students struggle reading the passages independently, it's a perfect opportunity for reading instruction and modeling of reading to occur!
Grade 3: Use as an advanced intervention with your strong readers
who need to be taken to the next level.
Grade 4: Use as extra practice for your average, grade-level
Grade 5: Use as an intervention with those students who are
slightly below grade level and need a little extra boost.
Grade 6: Use as an intervention with those readers who have fallen
about a year behind their peers in reading fluency and
Grade 7: Use as an intervention with the most struggling readers
who have fallen significantly below grade level.
Download the FREE preview to see much more!
Copyright © 2015 Jen Bengel
All rights reserved by author.
Permission to copy for single classroom use only.
Electronic distribution limited to single classroom use only.
Not for public display.
Are each of the passages leveled separately?
A: Each passage is not leveled separately. I believe students can read on more than just one reading level. I think we limit our kids when we place them on only one level. That is why each set is a ‘range’ of 3-4 levels. If your students struggle reading the passage independently, it’s a perfect opportunity for reading instruction and modeling of reading to occur!
Is this program research-based?
A: Yes! I had a pilot team that was in place for two years. They used the program in a variety of ways and reported data to me. You can see the research HERE. Also, the program was designed after careful research in the best practices in reading instruction. Multiple professional development resources created from decades of research were studied and used as theoretical foundations to the program. The comprehension, word work, and vocabulary are all designed to specifically match the learning needs of readers at each level range.
Can parents do this at home?
A: Absolutely! The program is designed with careful instructions so that parents, aids, and school volunteers can easily administer and assess students’ reading skills. It is very easy to follow! Even students can work independently or with partners after they complete a few passages.
What reading program did you use to level the ranges?
A: I used Fountas and Pinnell for my reading levels. If you use a different program you can match it up with the conversion chart found here.
Are there answer keys provided?
A: Yes! There are answer keys for each of the comprehension questions in every passage. There are also complete answer keys for the word work, vocabulary, and comprehension.
How many of the passages are fiction and nonfiction?
A: In almost all the sets it is a 50/50 split, with 10 passages being fiction and 10 being nonfiction. There are fantasy, realistic fiction, biographies, informational, and content-specific passages to name a few. The passage topics were carefully matched to common interests and understandings of students at each level.
About how long are the passages?
A: The passage lengths vary by their range. Here is a breakdown of passage lengths by levels:
Levels A-D >> 50-65 words
Levels E-G >> 95-125 words
Levels H-K >> 140-170 words
Levels L-P >> 200-240 words
Levels Q-T >> 255-320 words
Levels U-W >> 255-320 words
Levels X-Z >> 255-320 words
What is the difference between the first and fifth set in every level range?
A: As far as the levels and passage difficulty, there is no difference from set one to set five. The sets do NOT get increasingly more difficult from set one to set five. The difference in each set is 20 new reading passages, along with different comprehension, word work and vocabulary skills to practice.
Do you use a new passage every day?
A: You can! But, you do not have to. The program is designed to be used in many ways (see ‘Ways to Use the Program’). Some teachers chose to focus on one passage for an entire week, while others move into a new passage each day. It truly depends on your schedule and the learning needs of your students!
Do the students complete the passages independently?
A: They can, but if they need help, you can certainly do so. It is totally open to your students’ needs how you would like them to complete the work each day! Every classroom will be slightly different based on what works best for them!
How did you determine that the passages fit within each level range?
A: I used a combination of four things to determine that each passage was appropriate for the range it is in. First, I researched the Continuum of Literacy Learning by Fountas and Pinnell. I studied what readers can and cannot do at each of the guided reading levels in the Continuum. Second, I compared the passages to other texts at those levels to be sure the text difficulty, content, and sentence structures were appropriate. Third, I used the Fry Readability Scale to calculate each passage’s grade level. And finally, I used my training, experience, and understanding in theory as a Literacy Collaborative Coordinator to verify that the passages were appropriate for each level range.
How can I gauge progress monitoring if the passages don't have one reading level?
A: This is a really great question. As I’ve said before, I believe kids are more than capable to perform on a range of levels, not just one. I use the progress monitoring data not so much to put them on one level as I do to see reading growth. I look at how they are growing in their comprehension, word work, vocabulary, and fluency skills. When I see growth in these key reading areas, I know they are becoming stronger readers, regardless of the text level. I know many teachers who use the program and progress monitor these skills. Then, they take a quarterly benchmark assessment with a leveled standardized program and see huge growth!