Fluency Partner Practice Program

Fluency Partner Practice Program Mary Beth Marr, Ph.D. Robert Algozzine, Ph.D Rebecca Kavel, M.Ed. Katie K. Dugan, M.Ed.

Behavior and Reading Improvement Center (BRIC) ©2006 Behavior and Reading Improvement Center with support from U. S. Department of Education, Office of Special Education Programs May be copied for individual classroom use without permission; other reproduction, distribution, or use without permission is prohibited.

Fluency Partner Practice Program When students read fluently, it is an indicator that they have control over decoding words and that they understand what they read. They read smoothly with accuracy, expression, and appropriate phrasing. By second grade, students have learned most basic phonics skills and are building a strong sight word base. This is an excellent time to focus on helping them to read fluently. The research on reading fluency is clear and strong. There are several variables that assist students in learning to become fluent readers. These include providing opportunities to reread material to gain control of decoding and better understand what is read, modeling of appropriate phrasing and intonation to serve as a guide for expected outcomes and performance, charting progress as passages are read accurately and fluently, and providing text written at independent reading level to decrease the decoding challenges and allow students to focus on expression and phrasing. Peer Coach Model The Fluency Partner Practice Program is conducted in the classroom using strong readers as coaches for the struggling readers. This creates a positive classroom atmosphere allowing strong readers additional reading practice and struggling readers a classroom peer for support. The practice takes roughly 10- 15 minutes and is usually conducted just prior to the literacy instructional block or during independent work time. To begin, students who are reading below the Oral Reading Fluency (ORF) benchmark on DIBELS are identified. Each student is matched with a stronger reader who becomes his/her coach. Then, each struggling reader is given a fluency folder that contains leveled passages, a progress chart, and rules for his/her reading coach. As the fluency practice begins, each struggling reader will find the reading passage written at his or her independent reading level (95% accuracy). This will vary from student to student (differentiation). After teacher’s directions and explicit instruction, the pair will follow the “coach” rules step by step. During this process, they will chorally read the selection, alternately read the selection, and finally the struggling reader will read the text with the coach assisting as needed. At the end of these steps, the student’s reading will be timed for one minute to determine how many words are read. The student charts this number on a progress sheet. If the student reaches the benchmark (90 wpm) he/she will then move on to the next story for tomorrow’s fluency practice. If not, the student will work with the same story the following day. Students practice reading fluency four times per week. As the student progresses from story to story, the text gets slightly more difficult. This provides a scaffold to support their reading and challenges them to read text that approaches grade level material. The teacher monitors the fluency practice and will check student progress by examining progress charts and pulling students to read aloud from time to time as needed. Evidence-Based Practice Our preliminary findings regarding the effectiveness of this fluency practice are significant. Students who participate in this classroom intervention make more progress by the end of the year than their control peers in the same school and at the same grade level.

Fluency Partner Practice Program

Fluency Partner Practice Program [three-day start up] Day #1 (10 minutes) Purpose: To introduce the students to the idea of reading fluently and to help them become familiar with the format of the stories (lines, #,) (whole class, no need for partners yet, you will need an overhead) 1. Begin by reading the poem Second Grade Superstars (on the overhead so they can see and read along). Tell children that they are becoming superstars and we are going to try something new to help them become even better readers. 2. Put Ben’s Dad (passage) on the overhead and say, “Listen as I read this story – begin reading, but read the first sentence of the passage too slowly. Ask the students what they notice about your reading (they should say it is too slow). a. Then read the same sentence too fast. Ask the students what they notice (too fast). b. Read the same sentence just right – smoothly, fluently, with expression. What do they notice? c. Summarize by saying, that’s how we are going to practice our reading, reading smoothly with expression. d. Ask students to read aloud with you through the Ben’s Dad passage as you model and practice fluency (you can do this line by line or all at once – depending on the ability of your students) 3. With Ben’s Dad on the overhead, ask students if they notice any numbers on this story? (Story is #1), then the numbers beside each line. Ask them why they think the # 7 is written at the end of the first line. Then say let’s count together the number of words on the line, does that match the #7 . a. Read all of line one aloud, and then ask how many words did I read? b. Make it a little harder and read all of sentence one and a few words into sentence two. Mark the place where you stopped with a marker. Model how to count the total # words read: Go to end of line one, then count up to where you stopped reading.


Day #2 (10 minutes) Purpose: To help students count and record the number of words read aloud on the passage. (whole class, you will need the overhead again) 1. Review with the students the idea of reading the stories fluently, smoothly, with expression. Read the Second Grade Superstars poem again. 2. Using the Ben’s Dad passage again practice reading a line, marking where you stop, and asking students to help you count the number of words read. You may want to try this a few times to be sure they understand. 3. Using your chart (on overhead), write in the story #, today’s date, and the number of words read so that the students can see how this is completed. 4. You might want to do this twice, to model how to fill in the chart Day #3 (10 min.) Purpose: To assign partners and allow students to practice the reading using the rules for the reading coach. (overhead again) (Coaches: The “coach” students are a very important part of this fluency practice and need to be told just how important they are. They also need to be rewarded for reading with their partner, following along and helping as needed, and in general supporting the partner readers. You will want to reinforce coaches as well as readers on a regular basis–stickers, treats, special recognition). 1. The Teacher assigns readers and coaches based on DIBELS ORF scores. Match students with their assigned partners--You can do this any way, but a suggestion might be to call the name of a “coach” ask them to stand, tell them who they will be working with as their partner. When all coaches’ names have been called then allow the “coach” to join their reader at the reader’s desk. 2. Pass out the folders. Be sure to put student’s names on the outside of the folders for ease of handling. 3. Ask students to open the folders. Note what is inside: chart, stories, and the yellow “coach” sheet at the back. 4. Have “coaches” take out the yellow sheet and all will follow along as you read each direction for the students.


5. Begin with #1 getting with their partner--all children will be reading the first story in the folder. a. Remind students this is not a race, you are listening for smooth reading with expression. #2 model what this means, they may not be familiar with choral reading, then allow all of the children to do this as you monitor. When they finish they may raise their hands and wait for the others to finish. b. #3 model what this means, you read one sentence, and then the class reads one sentence. Begin with the “coach” reading the first sentence. Have students begin, you monitor, they raise their hands when they are done (feel free to stop them at any time if they are confused or not following directions—give stickers for following directions, etc.) c. #4 reader reads passage – explain that the coach listens and will help with any words that are difficult if needed. d. (Skip #5) e. Before beginning step #6 where you time the reader, discuss the important of being honest as students will read carefully and count the number of words read. The coach is supposed to watch to be sure the reader is not having any difficulty, or skipping lines. Tell the students when to begin (all at once) and when to stop (time for one min.) readers, mark the story where they stopped and coaches help readers count the number of words read. 6. Now, record the number of words read on the chart. Have your sample chart up on the overhead as a guide them to write the story #, today’s date, their number of words read. 7. Compliment students for a job well done. You will check folders later and fold over the story for story #2 if they have read 85 words or more in the minute (the first story has only 80 words, so if they finished the story they will move to story #2). *You are now ready to begin this fluency practice daily. It will require 10-12 min. daily. As students get used to the routine, you will find they are very efficient with their time.


Fluency Partner Practice Program Progress Chart Name _________________________________ Teacher ___________________________________

Story Number

Date

Number of Words Read

Story Number

Date


Story Number

Date


Story Number

Date

Number of Words Read Fluency Partner Practice Program

Coach Rules [or, how to be the reading coach] 1.

Get with your partner and find the story to read.

2.

You and your partner will read all of the story together out loud.

3.

Next, you and your partner take turns reading the story. You (coach) will read a line and your partner (reader) will read a line in the story.

4.

Now, your partner reads the story by himself. You will help him with any words he can’t read.

5.

Have your partner read the story one more time. (optional)*

6.

Now, your teacher will time the readers for one minute. He or she will tell the students when to start reading and when to stop.

7.

You (coach) will help the reader count the number of words that he read and write them on the chart at the front of the fluency folder.


Fluency Partner Practice Program Fidelity Checklist Teacher_______________ Scoring:

0=Not Met

Date__________ .5 = Initiating

Observer_____________

1 = Met Expectations

Time____________

2= Mastery Plus

NN = No Longer Needed

Implementation: _____ Fluency practice is implemented four times a week. _____ Materials are passed out quickly, children partnered efficiently. Teacher’s Role: _____ Teacher begins fluency practice by reminding students of his/her expectations: effort, honest, cooperation, fluency is not a race. _____ Teacher models how to count # words. _____ Teachers models how to read fluently. _____ Teacher does a class read aloud of a poem, song, chant to begin practice (recommended). _____ Teacher guides the class through each of the coaching steps during the practice. Teacher uses overhead, students read and follow each “rule” on the card. _____ Teacher monitors the students as they practice reading, making needed corrections. _____ Teacher times the group for one minute. _____ Teacher monitors the counting and recording of reading rates. _____ Teacher praises coaches for their support and monitoring, he/she praises readers for their on task behavior and progress. _____ Teacher checks student folders and gives stars, stickers for students who reach benchmark (85 wpm fall, 90 wpm spring). Folders may be checked later in the day. Coach’s Role _____ Coach helps with difficult words, points out errors, and helps the reader correct them. _____ Coach is following along/reading the text silently as his/her partner reads. _____ Coach helps the reader record the number of words they have read. (As needed) Reader’s Role: _____ Reader reads each word in the text, not skipping lines. _____ Reader reads at an appropriate pace (i.e. not racing through the text). _____ Reader uses his or her finger or an index card as a guide. _____Reader asks the coach for help with difficult words. _____ Reader correctly counts the number of words he/she has read. Classroom Environment: _____ Class is eager to participate and the environment is orderly, supportive. _____ Other literacy activities in the classroom support fluency development: choral reading, reading logs, Reader’s theatre, teacher read aloud, listening center, rereading decodable text. (Recommended) Comments/Suggestions:


Fluency Partner Practice Program ELL Classroom Checklist Karen Falls Montclaire Elementary School Date of observation:________________________

Observer: _________________________

Day #1 -Teacher mini-lesson and Partner Practice

The teacher introduces a few difficult vocabulary words. Student can also search the text for difficult words and underline them. The teacher and students read the underlined words and discuss the meanings of these words. Teacher introduces the story topic and builds background. Students can share information and make connections The teacher reads the story aloud with expression and phrasing while students track with their fingers. Students identify good fluency characteristics used in teacher’s reading. Teacher and students read the story aloud together (moderate pace, students tracking) Students are seated with assigned partner in an assigned location “Coach” reads story orally one time through. “Reader” reads story orally one time through. Partners are helpful, supportive, encouraging.

Day #2 - Partner Practice and timing

Teacher and students read the story aloud together (moderate pace, student tracking) Students are seated with assigned partner in specified reading location. “Coach Reads story orally one time through. Reader reads story orally one time through. Partners are helpful, supportive and provide encouragement. Partners alternate the reading of the story line by line. Partners read story together chorally. Teacher times the students for one minute: as coach reads passage aloud, with partner tracking. Repeat this procedure with reader reading and coach tracking. Students record the number of words read in their folder, monitored and assisted by the teacher.

Day #3 - Partner Practice and timing

Students are seated with assigned partner in specified reading location. Coach reads story orally one time through. Reader reads story orally one time through. Partners are helpful, supportive and encouraging. Partners alternate the reading of the story line by line. Teacher times the students for one minute: coach reads passage aloud with partner tracking. Repeat this procedure with reader reading and coach tracking. Students record the number of words read in their folder, monitored and assisted by the teacher. Students may complete an independent project (story extension)

Teacher’s Role

The teacher begins Fluency Practice by reminding the students of his/her expectations: o Effort o Honesty o Cooperation and helpfulness o Fluency practice is not a race. o Expression is important The teacher provides clear directions as he/she guides the class through the fluency lesson. The teacher monitors the students as they practice with partners. The teacher uses continuous praise. The teacher monitors the recording of reading rates. Teacher recognizes benchmark scores, as well as progress without benchmark results and notes this in the folders.

Additional Comments/ Suggestions:


Passage 1-24 Level 6-18

Fluency Partner Practice Program Passage Table of Contents

1. Ben’s Dad, Level 6 2. Blackberries, Level 6-7 3. Lucky Goes to Dog School, Level 7 4. Sally’s Red Bucket, Level 8 5. The Colorful Ghost, Level 8 6. The Lion and the Mouse, Level 9 7. Late for Soccer, Level 10-11 8. Locked Out, Level 10-11 9. Mushrooms for Dinner, Level 10-11 10. The Little Red Bus, Level 12-13 11. Candlelight, Level 12-13 12. Cows in the Garden, Level 12-13, 13. Little Ghost Goes to School, Level 14-15 14. The Cross-Country Race, Level 14-15 15. The Flood, Level 14-15 16. The Three Billy Goats Gruff, Level 16 17. A Kiss for Little Bear, Level 16 18. Milk and Cookies, Level 16 19. The Gingerbread Man, Level 17 20. The Doorbell Rang, Level 17 21. Leo the Late Bloomer, Level 17 22. Little Bear Goes to the Moon, Level 18 23. Moonbear’s Shadow, Level 18 24. The Birthday Present, Level 18 Fluency Partner Practice Program

Passage 25-45 Level 19-32

Fluency Partner Practice Program Passage Table of Contents

25. The Letter, Level 19 26. The Garden, Level 19 27. Arthur’s Prize Reader, Level 19 28. Happy Birthday, Moon, Level 20 29. Bread and Jam for Frances, Level 20-21 30. Bedtime for Frances, Level 20-21 31. A Chair for My Mother, Level 23-24 32. Roses Are Pink, Your Feet Really Stink, Level 23-24 33. Chester’s Way, Level 23-24 34. Katy and the Big Snow, Level 25-26 35. The Little Engine That Could, Level 25-26 36. Corduroy, Level 25-26 37. The Terrible Thing That Happened At Our House, Level 27-28 38. Pancakes, Pancakes!, Level 27-28 39. The Funny Little Women, Level 27-28 40. Just Us Women, Level 29-30 41. Rough-Face Girl, Level 29-30 42. Thunder Cake, Level 29-30 43. Princess Furball, Level 31-32 44. The Legend of Bluebonnet: An Old Tale of Texas, Level 31-32 45. Uncle Jed’s Barbershop, Level 31-32 46. Keep the Lights Burning Abbie, Level K (grades 2-3) Fluency Partner Practice Program

47. Don’t Forget the Bacon, Level L (grades 2-3) 48. Soccer Sam, Level L (grades 2-3) 49. Aliens for Breakfast, Level L (grades 2-3) 50. Blueberries for Sal, Level M (grades 2-3) 51. The Bionic Bunny Show, Level M (grades 2-3) 52. I, Amber Brown, Level M (grades 2-3) 53. Owl Moon, Level O (grade 3) 54. Mr. Popper’s Penguins, Level O (grade 3) 55. Tales from the House of Bunnicula, Level P (grade 3)


-1Ben’s Dad Mom said, “Dad is coming home today.”

7

Ben shouted, “Today, today, Dad is coming home today!”

16

Ben went to school. “My dad is coming home today,”

26

he said to the teacher. “My Dad is coming home today,”

37

he said to the boys and girls.

44

“I’m going to paint a picture of my dad.” said Ben.

55

After school the teacher said, “Look Ben,

62

here comes your Dad.” “Hello Ben,” said Dad.

70

“Dad, Dad!” shouted Ben. And Ben went home with Dad.

80


Ben’s Dad By Beverly Randell (adapted by B. Marr) Level 6-7

-2Blackberries Father Bear and Mother Bear and Baby Bear

9

went to look for blackberries.

14

Father Bear’s blackberries went into his basket.

21

Mother Bear’s blackberries went into her basket.

28

Baby Bear’s blackberries went into his basket.

35

“I like blackberries,” said Baby Bear.

41

“Where is Baby Bear?” said Mother Bear.

48

“Baby Bear, where are you?” shouted Father Bear.

56

“Baby Bear, where are you?” shouted Mother Bear.

64

“Here I am,” said Baby Bear. “I’m here.”

72

Father Bear looked in Baby Bear’s basket.

79

“Where are you blackberries?” he said.

85

“In here,” said Baby Bear. “Inside me.”

92


Blackberries By Beverly Randell (adapted by B. Marr) Level 6-7

-3Lucky Goes to Dog School Dad and Rachel and Lucky the dog went to the store.

11

“A car is coming,” said Rachel. “Woof!” said Lucky.

20

“Come here Lucky!” shouted Dad.

25

“Come here Lucky!” shouted Rachel.

30

Lucky did not come.

34

“Bad dog!” said Dad. “Come here!”

40

“Look at this Rachel,” said Dad. “A dog school!”

49

Dad and Rachel and Lucky went in.

56

“Woof, woof!” said Lucky.

60

“Sit,” said Dad. Lucky did not sit.

67

The teacher came to help.

72

“Sit like this,” the teacher said to Lucky.

80

“Woof!” said Lucky.

83

Dad and Rachel and Lucky went home.

90

“Sit, Lucky,” said Rachel.

94

“Good dog!” said Dad. “Woof, woof!” said Lucky.

102


Lucky Goes to Dog School By Beverly Randell (adapted by B. Marr) Level 7

-4Sally’s Red Bucket Sally played in the sand.

5

Sally played with a red bucket.

11

“Sally! Come and play with me.

17

We can play with my red ball,” said Chris.

26

Sally ran to play with Chris.

32

“I will stay here and read my book.” said Mom.

42

The waves came up the beach.

48

The waves came up to Sally’s bucket and took it away.

59

Sally ran back to Mom. “Look!” she said.

67

“Help! Come back little red bucket!” Sally shouted.

75

Mom looked at the waves. “I can see your red bucket.”

86

Mom ran to get the bucket and Sally went too.

96

They ran into the waves and got Sally’s bucket.

105


Sally’s Red Bucket By Beverly Randell (adapted by B. Marr) Level 8

-5The Colorful Ghost Little Ghost was sad. He was tired of being white.

10

Little Ghost got some red juice, some blue juice,

19

and some yellow juice.

23

On Monday, he drank some red juice.

30

Little Ghost was red all day.

36

On Tuesday, he drank some blue juice.

43

Little Ghost was blue all day.

49

On Wednesday, he drank some yellow juice.

56

Little Ghost was yellow all day.

62

On Thursday, he drank some blue juice

69

and some yellow juice. Little Ghost was green all day.

79

On Friday, he drank some red juice and some yellow juice.

90

Little Ghost was orange all day.

96

On Saturday, he drank some red juice and some blue juice.

107

Little Ghost was purple all day.

113

On Sunday, Little Ghost looked in the mirror.

121

He was not sad. He was not white.

129

Little Ghost looked like a rainbow.

135


The Colorful Ghost By Marsha Marquardt (adapted by B. Marr) Level 8

-6The Lion and the Mouse One day, a little mouse jumped onto a sleeping lion.

10

The lion woke up. “Got you!” he said.

18

“Eee-eee!” said the mouse. “Please let me go!

26

Please let me go! One day I may help you.”

36

“Ha-ha-ha,” laughed the lion.

42

“A little mouse like you can’t help a big lion like me!”

54

But he let the mouse go. “Thank you,” said the little mouse,

66

and away she ran to her hole.

73

The lion laughed at the little mouse. He laughed and laughed.

84

He did not see the big net by the trees, and he fell into it.

99

“Help!” he roared. “I can’t get away! Who will help me?

110

Who will come and help me?” But no one came, all day.

122

Then, after the sun went down, the mouse came out of her hole.

135

“The lion is roaring for help!” she said. “I’m coming!”

145

The mouse ran to help the lion.

152


The Lion and the Mouse Retold by Beverly Randell (adapted by B. Marr) Level 9

-7Late for Soccer Beep - beep. Tim woke up and looked out of the window.

11

“Oh, no!” he shouted. “It’s soccer today!

18

Michael’s dad is here now!” Tim opened the window.

27

“I’m coming! I’m coming!” he shouted to Michael.

35

“Mom! Mom! Wake up! Help me! I’m late for soccer.

45

Where are my soccer shorts?” he asked.

52

Mom jumped out of bed and ran to help Tim.

62

“Where is my soccer shirt?” asked Tim.

69

“Here it is,” said Mom.

74

“I can’t find my socks!” said Tim.

81

“Here they are,” said Mom.

86

“My shoes!” said Tim.

90

“Please help me tie my shoes, Mom.”

97

Michael came to the door. “Where is the ball Tim?” he said.

109

“You took care of the ball this week.”

117

Mom and Tim saw the ball. “It’s by the door!” they shouted.

129


Late for Soccer By Jenny Giles (adapted by K. Nicholson) Level 10-11

-8Locked Out Mom came home after work.

5

Sally came home with her. Mom looked in her bag.

15

“Where’s my key?” said Mom.

20

“It is not here! We are locked out!”

28

“Is a window open?” said Sally.

34

“No,” said Mom. “All the windows are shut.”

42

“Mrs. James next door has a key,” said Sally.

51

“She’s gone out for the day,” said Mom.

59

“I saw her go.”

63

“I have a key,” said Sally. “I hid it in a safe place.”

76

“Where?” said Mom.

79

“It’s in a good safe place,” said Sally.

87

“Come with me, Mom.”

91

Sally and Mom went into the shed.

98

“Where’s the key?” said Mom. “I can’t see it.”

107

Sally said, “It’s good that you can’t see it.

116

No one can see it. I hid it in a safe place.”

128


Locked Out By Beverly Randell (adapted by K. Nicholson) Level 12-13

-9Mushrooms for Dinner Father Bear came home and said, “Look!

7

No mushrooms! I did not find one! I’m going fishing.”

17

“I’m good at finding mushrooms,” said Baby Bear.

25

“I will go and get some.”

31

Baby Bear went uphill and downhill

37

looking for mushrooms. He went on and on.

45

“Where are the mushrooms?” he said.

51

“Where are they?”

54

“I can’t see one mushroom,” said Baby Bear.

62

He said to a rabbit,

67

“Will you help me find some mushrooms?”

74

But the rabbit ran away.

79

I will have to find the mushrooms by myself,”

88

said Baby Bear.

91

“I will climb up this tree to have a look.”

101

Baby Bear climbed the tree. “I can see some!” he said.

112

“I can see a ring of mushrooms. Good.

120

I will go and get some.”

126


Mushrooms for Dinner By Beverly Randell (adapted by K. Nicholson) Level 12-13

-10The Little Red Bus One day the little red school bus

7

broke down on the way home.

12

The mothers and fathers had to come in cars

21

to get the children. The next day

28

a truck towed the little red bus to the garage.

38

The children went to school in a new yellow bus.

48

Mr. Biggs went to look at the old bus.

57

He looked at the engine.

62

“I can make it go again,” he said.

70

“I’m good at fixing engines. I’ll buy this old bus.”

80

Mr. Biggs came driving slowly home in the old bus.

90

“Look!” he said to Mrs. Biggs and the little Biggs.

100

“This little red bus is going to be a camper!”

110

Mr. Biggs and Mrs. Biggs and the two little Biggs

120

worked and worked.

123

“The camper is ready. Let’s go!” said Mr. Biggs

132


The Little Red Bus By Beverly Randell (adapted by K. Nicholson) Level 12-13

-11Candlelight “Ben, it’s dinner time,” said Mom, one wet day.

9

“I’m coming,” said Ben. Then the lights went out.

18

“Help! I can’t see you,” said Ben.

25

“I’m here by the window,” said Mom.

32

Ben went to the window,

37

and he looked up the road at the houses.

46

No one had a light on. No one.

54

“Where are the candles?” said Mom.

60

“I can find the candles for you and the matches,” said Ben.

72

“They are down here.” “Good boy,” said Mom.

80

They had dinner in the yellow candlelight.

88

“I like candles,” said Mom. “Me too,” said Ben.

97

“This is fun.”

100


Candlelight By Beverly Randell (adapted by K. Nicholson) Level 12-13

-12Cows in the Garden The cows looked at the garden.

6

They looked at the old broken-down fence.

14

“Cows!” shouted Grandma. “The cows are in the garden.

23

They are eating my flowers!

28

Who let the cows into the garden?”

35

Grandma and Dad ran into the garden.

42

“This is where the cows got in,” said Grandma.

51

“Come on,” said Dad to the cows.

58

“Come on, get out of the garden.”

65

“The cows will get back in again,” said Grandma.

74

“I’ll have to make a new fence. I’ll do it now,” said Dad.

87

“Can I help you, Dad?” said Jessica.

94

“Thanks,” said Dad. “You can find my hammer for me.”

104

Then dad fixed the fence.

109

“Look at the flowers!” said Daniel. “They are all broken.”

119

“Come and help me, Daniel.” said Grandma.

126

“We will clean up the garden.”

132


Cows in the Garden By Beverly Randell (adapted by K. Nicholson) Level 12-13

-13Little Ghost Goes to School It was August, and it was time for Little Ghost

10

to go to school. It was a good month.

19

In September, Little Ghost learned how to write his name.

29

It was a good month.

34

In October, he was line leader for the Halloween parade.

44


49

In November, Little Ghost learned how to add.

57

He also caught a cold. It was a good and a bad month.

70

In December, he was an angel in the Christmas play.

80


85

In January, Little Ghost learned how to read.

93

Then he caught the chicken pox.

99

It was a good and a bad month.

107

In February, he got 25 valentines.

113

It was a very good month.

119


Little Ghost goes to School By Marsha Marquardt (adapted by K. Nicholson) Level 14-15

-14The Cross-Country Race Mrs. Hill said to her class,

6

“I’m going to take you for a long run, every day.

17

Then you will be ready for our cross-country race.

27

Come on, let’s warm up before we start.”

35

Everyday the children ran over the grass, up the hill,

45

behind the trees, by the fence, around the fort,

55

past the school, across the playground

61

and all the way back to the start.

69

Tim and Michael and Anna were all good runners,

78

but Tim was the best. Tim’s friend Michael said,

87

“Tim will come in first on race day.”

95

“Yes,” said Anna. “Tim will win.”

101

On the day of the cross-country race

109

everyone came to see the children run.

116

“On your mark, get set, GO!” said Mr. James.


The Cross-Country Race By Jenny Giles (adapted by K. Nicholson) Level 14-15

125

-15The Flood It had been raining for a week.

7

Sam and his dog Spot looked out of the window.

17

“Mom! Dad!” called Sam. “Come and look at the water!

27

I can’t see the garden!” Rachel ran outside.

35

“Look at our car!” she said. “It’s in the water!”

45

“Oh, no!” said Dad, and he ran outside onto the steps.

56

“The river is coming up fast,” he said. “It’s a flood.”

67

“The water is going to come into the house!” said Mom.

78

“Come on, all of you.

83

Help me get everything out of the downstairs playroom.”

92

Sam and Rachel ran to save their toys.

100

Then the muddy brown water came in. It ran everywhere.

110

Everyone was safe upstairs.

114


The Flood By Jenny Giles (adapted by K. Nicholson) Level 14-15

-16The Three Billy Goats Gruff Once upon a time there were three Billy Goats Gruff.

10

There was a little Billy Goat Gruff,

17

and a middle-sized Billy Goat Gruff,

24

and a great big Billy Goat Gruff.

31

The three Billy Goats Gruff lived on a hillside,

40

but they did not have enough to eat.

48

Over the bridge on another hill

54

the grass was green and sweet.

60

But under the bridge lived a bad-tempered Troll.

69

The Troll would not let the goats cross the bridge.

79

The three Billy Goats Gruff grew hungrier and hungrier.

88

One day they were so hungry

94

they decided to cross the bridge.

100

Little Billy Goat Gruff went first,

106

trip-trap-trip-trap, over the bridge.

113

“Who’s that crossing over my bridge?” said the Troll.

122


The Three Billy Goats Gruff Retold by Judith Smith and Brenda Parkes (adapted by K. Nicholson) Level 16

-17A Kiss for Little Bear

“This picture makes me happy,” said Little Bear.

8

“Hello, Hen. This picture is for Grandmother.

15

Will you take it to her, Hen?” “Yes, I will,” said Hen.

27

Grandmother was happy.

30

“This kiss is for Little Bear,” she said.

38

“Will you take it to him, Hen?”

45

“I will be glad to,” said Hen.

52

Then Hen saw some friends. She stopped to chat.

61

“Hello, Frog. I have a kiss for Little Bear.

70

It is from his grandmother. Will you take it to him, Frog?”

82

“Ok,” said Frog. But Frog saw a pond.

90

He stopped to swim. “Hi, Cat. I have a kiss for Little Bear.

103

It is from his grandmother. Will you take it to him?

114

I am in the pond. Come and get the kiss.”

124


A Kiss For Little Bear By Else Holmelund Minarik (adapted by K. Nicholson) Level 16

-18The Sleepover One winter day, the bear family

6

went to visit Grandma and Grandpa.

12

When it got to be late, too late to go home,

23

Grandma made up the couch-bed for them

31

in the living room. “Good night,” said Grandpa.

39

“Good night,” said Mama and Papa.

45

“Good night,” said Baby Bear. And they all went to sleep.

56

In the middle of the night,

62

Baby Bear heard a noise and woke up.

70

Then he saw a strange red light

77

coming from under the cellar door. He climbed out of bed

87

and tiptoed to the door to see what it was.

97

He didn’t want to make any noise,

104

so he just peeked through the keyhole.

111

What he saw looked like a giant dragon

119

with flames shooting from its mouth.

125


The Sleepover By Frank Asch Story: “Milk and Cookies” (adapted by K. Nicholson) Level 16

-19The Gingerbread Man Once upon a time, there was a little old man

10

and a little old woman.

15

One day the little old woman said,

22

“I’m going to bake some gingerbread.”

28

“Good, “said the little old man. “I love gingerbread.”

37

So the little old woman got some flour and some sugar,

48

some ginger and some butter, and some milk.

56

Then she got a bowl and a spoon and a cup.

67

She measured and she mixed.

72

Then she made a Gingerbread Man.

78

He had a head and a body, and two arms and two legs.

91

The old woman gave him gumdrops for eyes,

99

one raisin for his nose, some peel for his mouth

109

and three cherries for his buttons.

115

Then she put the Gingerbread Man into the oven to bake.

126


The Gingerbread Man Retold by Brenda Parkes and Judith Smith (adapted by K. Nicholson) Level 17

-20The Doorbell Rang “I’ve made some cookies for tea,” said Ma. “Good,” said Victoria and Sam.

13

“We’re starving.” “Share them between yourselves,” said Ma.

21

“I made plenty.” “That’s six each,” said Sam and Victoria.

31

“They look as good as Grandma’s,” said Victoria.

39

“They smell as good as Grandma’s,” said Sam.

47

“No one makes cookies like Grandma,” said Ma as the doorbell rang.

59

It was Tom and Hannah from next door. “Come in,” said Ma.

71

“You can share the cookies.” “That’s three each,” said Sam and Victoria.

83

“They smell as good as your Grandma’s,” said Tom.

92

“And they look as good,” said Hannah.

99

“No one makes cookies like Grandma,” said Ma as the doorbell rang.

111

It was Peter and his little brother.

118

“Come in,” said Ma. “You can share the cookies.”

127

“That’s two each,” said Victoria and Sam.

134

“They look as good as your Grandma’s,” said Peter. “And smell as good.”

147

“Nobody makes cookies like Grandma,” said Ma as the doorbell rang.

158


The Doorbell Rang By Pat Hutchins (adapted by K. Nicholson) Level 17

-21Leo the Late Bloomer Leo couldn’t do anything right. He couldn’t read. He couldn’t write.

11

He couldn’t draw. He was a sloppy eater. And, he never said a word.

25

“What’s the matter with Leo?” asked Leo’s Father.

33

“Nothing,” said Leo’s mother. “Leo is just a late bloomer.”

43

“Better late than never,” thought Leo’s father.

50

Every day Leo’s father watched him for signs of blooming.

60

And every night Leo’s father watched him for signs of blooming.

71

“Are you sure Leo’s a bloomer?” asked Leo’s father.

80

“Patience,” said Leo’s mother. “A watched bloomer doesn’t bloom.”

89

So Leo’s father watched television instead of Leo.

97

Then one day, in his own good time, Leo bloomed!

107

He could read! He could write! He could draw! He ate neatly!

119

And he spoke. “I made it!” said Leo.

127


Leo the Late Bloomer By Robert Kraus (adapted by B. Marr) Level 17

-22Little Bear Goes to the Moon “I have a new space helmet. I am going to the moon,”

12

said Little Bear to Mother Bear. “How?” asked Mother Bear.

22

“I’m going to fly to the moon,” said Little Bear.

32

“Fly!” said Mother Bear. “You can’t fly.”

39

“Birds fly,” said Little Bear. “Oh yes,” said Mother Bear.

49

“Birds fly, but they don’t fly to the moon.

58

And you are not a bird.” “Maybe some birds fly to the moon,

71

I don’t know. And maybe I can fly like a bird,”

82

said Little Bear. “And maybe,” said Mother Bear,

90

“you are a little fat bear cub

97

with no wings and no feathers.

103

Maybe if you jump up you will come down very fast

114

with a big plop.” “Maybe,” said Little Bear.

122

“But I’m going now. Just look for me up in the sky.”

134


Little Bear By Else Holmelund Minarik Story: “Little Bear Goes to the Moon” (adapted by K. Nicholson) Level 18

-23Moonbear’s Shadow One day Bear went down to the pond

8

with his fishing pole and a big can of worms.

18

While he was putting a worm on his hook,

27

he looked down and saw a big fish.

35

I’m going to catch that fish, thought Bear to himself.

45

But when Bear stood up to throw his line in the water,

57

his shadow scared the big fish away.

64

“Go away, Shadow!” cried Bear.

69

But Bear’s shadow would not go away. “Okay,” said Bear.

79

If you won’t go on your own,

86

then I’ll just have to get rid of you!”

95

And he put down his fishing pole and began to run.

106

He ran around the pond.

111

When he got to the other side he kept on running.

122


Moonbear’s Shadow By Frank Asch (adapted by K. Nicholson) Level 18

-24The Birthday Present “Today is somebody’s birthday.” said Mother.

6

“Is it my birthday?” asked Amanda. “No,” said Mother.

15

“You just had your birthday.”

20

“I want it to be my birthday again.” said Amanda.

30

“So I can get bigger and bigger.”

37

“It’s not my birthday,” said Oliver. “No,” said Mother.

46

“Yours is soon, but today is Father’s birthday.”

54

“Let’s have a party.” said Amanda. “Good idea.” said Mother.

64

“What shall we have for the party?”

71

“Birthday cake,” said Amanda. “Ice cream,” said Oliver.

79

“Balloons,” said Amanda. “Party hats,” said Oliver.

86

“And a present,” said Mother.

91

She took a box out of the closet.

99

Oliver and Amanda looked inside.

104

“Father doesn’t wear short pants,” said Oliver.

111

“It’s a bathing suit,” said Mother.

117

“I want to give Father a present,” said Oliver.

126

“Me too,” said Amanda.

130


More Tales of Amanda Pig By Jean Van Leeuwen Story: “The Birthday Present” (adapted by K. Nicholson) Level 18

-25The Letter Toad was sitting on his front porch.

7

Frog came along and said,

12

“What is the matter, Toad? You are looking sad.”

21

“Yes,” said Toad. “This is my sad time of day.

31

It is the time when I wait for the mail to come.

43

It always makes me very unhappy.”

49

“Why is that?” asked Frog.

54

“Because I never get any mail,” said Toad.

62

“Not ever?” asked Frog. “No, never,” said Toad.

70

“No one has ever sent me a letter.

78

Every day my mailbox is empty.

84

That is why waiting for the mail is a sad time for me.”

97

Frog and Toad sat on the porch feeling sad together.

107

Then Frog said, “I have to go home now, Toad.

117

Frog hurried home to write his friend a letter.

126


Frog and Toad Are Friends By Arnold Lobel Story: “The Letter” (adapted by K. Nicholson) Level 19

-26The Garden Frog was in his garden. Toad came walking by.

9

“What a fine garden you have, Frog,” he said. “Yes,” said Frog.

21

“It is very nice, but it was hard work.” “I wish I had a garden,” said Toad.

38

“Here are some flower seeds. Plant them in the ground,” said Frog.

50

Toad ran home. He planted the flower seeds. “Now seeds,” said Toad,

62

“start growing.” Toad walked up and down a few times.

72

The seeds did not start to grow. Toad put his head close to the ground

87

and said loudly, “Now seeds, start growing!” Toad looked at the ground again.

100

The seeds did not start to grow. Toad put his head very close to the ground

116

and shouted, “NOW SEEDS, START GROWING!”

122

Frog came running up the path. “What is all this noise?” he asked.

135

“My seeds will not grow,” said Toad. “You are shouting too much,” said Frog.

149

“These poor seeds are afraid to grow.” “My seeds are afraid to grow?”

162

asked Toad. “Of course,” said Frog. “Leave them alone for a few days.

175

Let the sun shine on them, let the rain fall on them.

187

Soon your seeds will start to grow.”

194


Frog and Toad Together By Arnold Lobel Story: The Garden (adapted by K. Nicholson) Level 19

-27Arthur’s Prize Reader It was a rainy afternoon. Violet was looking at picture books.

11

Arthur was reading comics.

16

“I am going to win the first-grade reading contest,” said Violet.

28

“The one who reads the most books gets to win.”

38

“You can’t read, remember?” said Arthur. “Yes I can,” said Violet.

49

“I can read LITTLE BEAR.” “Show me,” said Arthur.

58

Violet read, “It is cold. See the snow. See the snow come down.

71

Little Bear said, ‘Mother Bear, I am cold.’”

79

“That is easy,” said Arthur.

84

“Now read something hard. Read a Super Chimp Comic.”

93

“I can’t,” said Violet. “The words are too hard.”

102

“Then you can’t read,” said Arthur.

108

“If you can read easy words you can read hard words too.”

120

“Show me how,” said Violet. “Read what it says here.”

130

Arthur read very slowly, “Hurry! Hurry! Join the Super Chimp Club.

141

Win a picture of King Kong. Now you try,” said Arthur.

152


Arthur’s Prize Reader By Lillian Hoban (adapted by K. Nicholson) Level 19

-28Happy Birthday, Moon One night Bear looked up at the sky and thought,

10

wouldn’t it be nice to give the moon a birthday present?

21

But Bear didn’t know when the moon’s birthday was,

30

or what to get him. So he climbed a tall tree

41

to have a little chat with the moon.

49

“Hello, Moon!” he shouted. But the moon did not reply.

59

Maybe I am too far away, thought Bear,

67

and the moon can not hear me.

74

So Bear paddled across the river

80

and hiked through the forest and into the mountains.

89

Now I am much closer to the moon thought Bear,

99

and again he shouted, “Hello!”

104

This time his own voice echoed

110

off one of the other mountains: “Hello!”

117

Bear got very excited. Oh, boy! he thought,

125

I’m talking to the moon.

130


Happy Birthday, Moon By Frank Asch (adapted by K. Nicholson) Level 20

-29Bread and Jam for Frances It was breakfast time, and everyone was at the table.

10

Father was eating his egg. Mother was eating her egg.

20

Gloria was sitting in a high chair and eating her egg too.

32

Frances was eating bread and jam. “What a lovely egg!” said Father.

44

“If there is one thing I am fond of for breakfast, it is a soft-boiled egg.”

61

“Yes,” said Mother, spooning up egg for the baby,

70

“It is just the thing to start the day off right.”

81

“Ah!” said Gloria, and ate up her egg. Frances did not eat her egg.

95

She sang a little song to it. She sang the song very softly,

108

“I do not like the way you slide. I do not like your soft inside.

123

I do not like you lots of ways. And I could do for many days without eggs.”

140


Bread and Jam for Frances By Russell Hoban (adapted by K. Nicholson) Level 20-21

-30Bedtime for Frances The big hand of the clock is at 12. The little hand is at 7.

15

It is seven o’clock. It is bedtime for Frances.

24

Mother said, “It is time for bed.”

31

Father said, “It is time for bed.”

38

Frances said, “I want a glass of milk.”

46

“All right,” said Father.

50

“All right,” said Mother. “You may have a glass of milk.”

61

Frances drank the milk. “Carry me to my room, Father,” said Frances.

73

“All right,” said Father.

77

“Piggyback,” said Frances.

80

So Father carried her piggyback to her room.

88

Father kissed Frances good night. Mother kissed Frances good night.

98

Frances said, “May I sleep with my teddy bear?”

107

Father gave her the teddy bear. “Good night,” said Father.

117

“Good night,” said Mother.

121

They closed the door.

125


Bedtime for Frances By Russell Hoban (adapted by B. Marr) Level 20-21

-31A Chair for My Mother My mother works as a waitress.

6

Every day when my mother comes home from work, I take down our jar.

20

Mama empties all her change from tips out of her purse for me to count.

35

Then we push all of the coins into the jar.

45

When we can’t get a single other coin into the jar,

56

we are going to take out all the money and go and buy a chair.

71

One day Mama said, “Well, I never would have believed it, but I guess it’s full.”

87

We took all the coins to the bank and exchanged them for ten-dollar bills.

102

Then we took the bus downtown to shop for our chair.

113

Finally we found the chair we were all dreaming of.

123

It was covered in red velvet with roses all over it.

134

The money in the jar was enough to pay for it.

145

Grandma and Mama and I all sat in it while Aunt Pat took our picture.

160


A Chair for My Mother By Vera B. Williams (adapted by K. Nicholson) Level 23-24

-32Roses are Pink, Your Feet Really Stink Gilbert had fifteen blank valentine cards waiting to be filled

10

with nice valentine poems.

14

Mrs. Byrd had told them to write something nice for each classmate,

26

because Valentine’s Day was about liking each other.

34

Gilbert liked Patty a lot. She had smiley eyes and a silly laugh

47

that made Gilbert feel silly, too.

53

He picked out the biggest card and wrote her a note inside.

65

This is fun, Gilbert thought.

70

He continued to write nice valentine poems until there were two cards left.

83

One for Lewis and one for Margaret. He did not write nice notes for them.

98

They were sad. Gilbert made two new valentines out of red paper and lace.

112

He wrote new poems. The new poems were very nice.

122

At the Valentine party Gilbert gave the new cards to Lewis and Margaret.

135

They were happy. He passed out the cookies that his mother had baked.

148

Each cookie said Happy Valentine’s Day!

154


Roses Are Pink, Your Feet Really Stink By Diane de Groat (adapted by K. Nicholson) Level 23-24

-33Chester’s Way Chester had his own way of doing things.

8

Chester’s best friend Wilson was exactly the same.

16

Lilly moved into the neighborhood. Lilly had her own way of doing things.

29

She never left the house without one of her nifty disguises.

40

Chester and Wilson watched Lilly.

45

When Lilly asked Chester and Wilson to play, they said they were busy.

58

One day, while Chester and Wilson were practicing their hand signals,

69

some older boys rode by, popping wheelies.

76

They circled Chester and Wilson and yelled personal remarks.

85

Chester and Wilson didn’t know what to do.

93

Just when they were about to give up hope,

102

a fierce looking cat with horrible fangs jumped out of the bushes

114

and frightened the older boys away.

120

“Are you who I think you are?” Chester asked the cat.

131

“Of course! I’m Lilly!” the cat said.

138

After that, when Lilly asked Chester and Wilson to play, they said yes.

151


Chester’s Way By Kevin Henkes (adapted by K. Nicholson) Level 23-24

-34Katy and the Big Snow Katy was a beautiful red tractor.

6

She was very big and strong. She could do a lot of things.

19

Katy had a big shovel that was used as a snow plow.

31

In the summer Katy repaired the roads.

38

In the winter she kept them clear of snow.

47

Katy made sure traffic could run in and out and around the city.

60

Katy liked to work. The harder and tougher the job the better she liked it.

75

When winter came they changed Katy’s bulldozer for her snow plow.

86

There was not enough snow for her to plow so Katy had to stay home.

101

Then early one morning it started to snow. It was a big snow.

114

Soon the city was covered with a thick blanket of snow.

125

Everyone needed help. They sent Katy out.

132

Slowly and steadily Katy plowed and plowed.

139

She plowed the city out so traffic could move in and out and around.

153


Katy and the Big Snow By Virginia Lee Burton (adapted by K. Nicholson) Level 25-26

-35The Little Engine That Could A little train rumbled over the tracks.

7

Her cars were full of toy animals, dolls, cars, and good things to eat.

21

The train was carrying these wonderful things

28

to the good little boys and girls on the other side of the mountain.

42

All of a sudden she stopped with a jerk. Her wheels would not turn.

56

The little train was very sad. The dolls and toys were ready to cry.

70

A Little Blue Engine came along.

76

“Please pull our train over the mountain,” cried the dolls and toys.

88

“I’m not very big,” said the Little Blue Engine.

97

“I have never been over the mountain.” The Little Blue Engine wanted to help.

111

She said, “ I think I can. I think I can.” She tugged and pulled and

121

pulled and tugged and slowly, slowly they started off.

131

“I think I can. I think I can,” puffed the Little Blue Engine.

144

“Hurray, hurray,” cried the dolls and toys.

151


The Little Engine That Could By Watty Piper (adapted by K. Nicholson) Level 25-26

-36Corduroy Corduroy the bear once lived in the toy department.

9

He waited for somebody to take him home.

17

The store was always filled with shoppers,

24

but no one ever seemed to want a small bear in green overalls.

37

One morning a little girl looked straight into Corduroy’s bright eyes.

48

“Oh, Mommy!” she said. “Look! There’s the bear I’ve always wanted.”

59

“Not today dear,” her mother sighed.

65

“Besides, he’s lost one of his buttons.”

72

Corduroy watched them sadly as they walked away.

80

That night Corduroy looked for his button.

87

The night watchman found Corduroy and took him back to the shelf.

99

Corduroy was just waking up when the little girl came back to buy him.

113

“I’m Lisa,” she said, “and you are going to be my very own bear.”

127

Lisa ran all the way home. She sewed a button on his overalls.

140

“You must be a friend,” said Corduroy, “I’ve always wanted a friend.”

152


Corduroy By Don Freeman (adapted by K. Nicholson) Level 25-26

-37The Terrible Thing That Happened At Our House My mother used to be a real mother.

8

She always had time to read to us and help us make things

20

and take us to the park. But then, something terrible happened.

31

My mother went back to being a science teacher.

40

That’s when everything began to be different.

47

My father used to be a real father. He used to listen to us, play games

63

and read to us every night before bed. But that’s all different.

75

One night at dinner, when no one was really listening, I got mad and yelled.

90

“No one cares anymore in this house. No one listens. No one helps you.”

104

Everyone stopped talking and looked at me.

111

My parents really listened to me and then they said,

121

“Let’s see what we can do.” We worked together to make some changes.

134

Now things aren’t so terrible at our house anymore.

143

I guess they are a real mother and father after all.

154


The Terrible Thing That Happened At Our House By Marge Blaine (adapted by K. Nicholson) Level 27-28

-38Pancakes, Pancakes! Jack woke up. His mother was already up and busy.

10

“Mother,” said Jack. “I’d like to have a big pancake for breakfast.”

22

“I am busy, and you will have to help me,” she said.

34

“How can I help?” asked Jack.

40

“We’ll need some flour, an egg, some milk, some butter, and jam.

52

Jack got everything his mother needed.

58

“Let’s make a pancake,” shouted Jack.

64

Jack’s mother mixed up the pancake batter.

71

She heated the frying pan over the fire.

79

Jack poured a spoonful of batter into the hot pan.

89

After a minute mother looked at the underside of the pancake.

100

It was golden brown. “Now watch,” she said, “I’ll turn the pancake over.

113

Jack’s mother flipped the pancake.

118

It went high in to the air and landed right back in the pan.

132

In another minute the pancake was crisp on the underside as well.

144

She put the pancake onto a plate. Then Jack ate the pancake.

156


Pancakes, Pancakes! By Eric Carle (adapted by K. Nicholson) Level 27-28

-39The Funny Little Woman Long ago there lived a funny little woman.

8

She liked to laugh and make rice dumplings.

16

One morning, one of the dumplings started to roll.

25

It rolled across the table and fell to the floor. “Stop,” cried the woman.

39

But the dumpling rolled and rolled until it rolled down a hole.

51

The funny woman tried to get the dumpling. She tumbled into the hole.

64

“My dumpling! My dumpling! Where is my dumpling?” she shouted.

74

Soon she ran into a man. “Have you seen my dumpling?” she asked.

87

“No, no,” cried the man. “I will help you look for it. Get in my boat.”

103

They rode across the river to a strange house.

112

The man asked the funny little woman to cook him some rice.

124

She put one grain of rice in the pot and stirred it with a magic paddle.

140

Soon the pot was full! The funny little woman had fun making rice dumplings.

154


The Funny Little Woman Retold by Arlene Mosel (adapted by Kelly Nicholson) Level 27-28

-40Just Us Women On Saturday morning Aunt Martha and I are going to drive

11

all the way to North Carolina in her new car.

21

Aunt Martha says, “No boys and no men, just us women.”

32

I saved two shoe boxes to pack our lunch in.

42

One for fried chicken and bread and one for cake and napkins.

54

We’re going to wrap our food in waxed paper

63

like Aunt Martha did when she was little.

71

We’ll stop at all of the roadside markets and buy all the junk we like.

86

We’ll mosey down the back roads and talk to the farmers and buy their fruits.

101

We’ll take pictures and when our chicken runs out,

110

we’ll stop at a fancy restaurant.

116

When we arrive back home, they’ll ask, “What took you so long?”

128

We’ll just tell them we had a lot of girl talk to do between the two of us.

146

No boys and no men, just us women.

154


Just Us Women By Jeanette Caines (adapted by Kelly Nicholson) Level 29-30

-41The Rough-Face Girl In the village there lived a poor man who had three daughters.

12

The two older daughters were cruel and hard-hearted, and

22

they made their youngest sister sit by the fire and feed the flames.

35

Her hands became burnt and scarred.

41

Her arms too became rough and scarred.

48

Even her face was marked by the fire, and her hair was charred.

61

The two older sisters laughed at her saying,

69

“You’re ugly, you Rough-Face Girl!”

75

One day the Rough Face Girl went to her father and said,

87

“Father, may I please have some beads, a new buckskin dress

98

and some pretty moccasins? I am going to marry the Invisible Being,

110

for wherever I look, I see his face.”

118

The sister of the Invisible Being asked the Rough-Face Girl

129

many questions about her brother.

134

Then at last the Rough-Face Girl and the Invisible Being were married.

147

They lived together in great gladness and were never parted.

157


The Rough-Face Girl By Rafe Martin (adapted by Kelly Nicholson) Level 29-30

-42Thunder Cake I love to go to Grandma’s house, but the summer storms scare me.

13

I hide under the bed when the storm moves near the farmhouse.

25

Grandma said, “This is Thunder Cake baking weather.”

33

“Come out from under that bed. It’s only thunder you’re hearing.”

44

A loud clap of thunder shook the house,

52

rattled the windows and made me grab her close. “It’s ok child,” she said.

66

“If you don’t let go of me, we won’t be able to make a Thunder Cake!”

82

“Let’s gather the things we’ll need.” The thunder roared.

91

Boom, boom, went the thunder.

96

We need eggs, milk, chocolate, sugar, flour, tomatoes and strawberries.

106

Boom, boom, boom, cracked the thunder. I was scared.

115

Grandma said, “ It is almost time. We have to hurry.”

125

Boom, boom, the thunder boomed again.

131

“We made it!” said Grandma. “We will have a real Thunder Cake!”

143

While the storm roared outside we just smiled and ate our Thunder Cake.

156


Thunder Cake By Patricia Polacco (adapted by Kelly Nicholson) Level 29-30

-43Princess Furball Once upon a time there was a beautiful young princess.

10

She loved to visit the kitchen. She learned how to make soup and bread.

24

The Princess had a coat made of a thousand different furs.

35

One day she ran away from home and got lost in the woods.

48

She grew tired from walking, so she fell asleep.

57

Some hunters found her. They thought she was an animal.

67

They tried to capture her.

72

The Princess yelled, “Please do not hurt me. I have no home.”

84

The hunters felt sorry for her. They did not know she was a princess.

98

They took her to their palace and let her work for the Cook.

111

The princess loved to cook soup.

117

The King of the palace loved to eat her soup. One day he asked to see her.

134

He asked her how she learned to make such wonderful soup.

145

Princess Furball told the King her story. The King told the Princess he loved her.

160


Princess Furball Retold by Charlotte Huck (adapted by Kelly Nicholson) Level 29-30

-44The Legend of Bluebonnet There was no water in the land.

7

The people asked the great spirits what to do.

16

They danced for three days to the sound of the drums

27

and waited for an answer. It still did not rain.

37

A small girl sat by herself watching the dancers.

46

She held her doll. She loved her doll very much.

56

Her doll had blue feathers in its hair.

64

The wise man of the people said that everyone must give

75

their most valued possession to the great spirits so the rains would return.

88

No one wanted to give the things they loved the most,

99

except for the small girl. She held her doll tightly to her heart.

112

“You,” she said looking at the doll.

119

“You are my most valued possession. The great spirits want you.”

130

The small girl gave her doll to the great spirits.

140

When she woke up the next morning, beautiful flowers covered the ground.

152


The Legend of Bluebonnet Retold by Tomie DePoala (adapted by Kelly Nicholson) Level 31-32

-45Uncle Jed’s Barbershop Uncle Jed used to come to our house

8

every Wednesday night with his clippers.

14

He was the only black barber in the county.

23

Uncle Jed cut my daddy’s hair and shaved his face.

33

When he was done, he would pick me up and sit me in his lap

48

and tell me about the barbershop he was going to open one day.

61

Uncle Jed worked hard and saved all his money. One day I got real sick.

76

The doctor said I needed to have an operation.

85

Mama and daddy did not have the money.

93

Uncle Jed paid for me to have the operation. He used his barbershop money.

107

He loved me very much. For a long time after that,

118

Uncle Jed came by the house every day to see how I was doing. I got better.

135

Uncle Jed started saving his money again. He worked real hard and saved.

148

Uncle Jed finally got his barbershop.

154


Uncle Jed’s Barbershop By Margaret King Mitchell (adapted by Kelly Nicholson) Level 31-32

-46Keep the Lights Burning Abbie Abbie looked out the lighthouse window.

6

Waves washed up on the rocks below. Out at sea a ship sailed safely by.

21

“Will you sail to town today, Papa?” Abbie asked.

30

“Yes,” Captain Burgess answered. “Mama needs medicine.

37

The lights need oil. We need food. The weather is good now.

49

So it’s safe to go out in Puffin.”

57

“But what if you don’t get back today?” asked Abbie.

67

“Who will take care of the lights?” Papa smiled.

76

“You will, Abbie.” “Oh, no, Papa!” said Abbie.

84

“I have never done it alone.”

90

“You have trimmed the wicks before,” said Papa.

98

“You have cleaned the lamps and put in the oil. Mama is too sick to do it.

115

Your must keep the lights burning, Abbie.

122

Many ships count on our lighthouses.”

128


Keep the Lights Burning Abbie By Peter and Connie Roop (adapted by B. Marr) Level K, Grades 2-3

-47Don’t Forget the Bacon Six farm eggs, a cake for tea, a pound of pears,

11

And don’t forget the bacon!

16

Six fat legs, a cake for tea, a pound of pears,

27


32

Six fat legs, a cape for me, a pound of pears,

43


48

Six fat legs, a cape for me, a flight of stairs,

59


64

Six clothes pins, a cape for me, a flight of stairs,

75


80

Six clothes pins, a rake for leaves, a flight of stairs,

91


96

Six clothes pins, a rake for leaves, a pile of leaves, a pile of chairs,

107


112

Oops, I forgot the bacon!

117


Don’t Forget the Bacon By Pat Hutchins (adapted by R. Kavel) Level L, Grades 2-3

-48Soccer Sam The plane from Mexico was landing.

6

Sam stood at the airport window.

12

He was about to meet his cousin, Marco, for the first time.

24

Marco did not speak English very well.

31

Sam wondered how well he would be able to talk with his cousin.

45

After a brief hello at the airport,

52

Sam’s father drove the family home.

58

Sam asked Marco, “Do you want to play basketball?”

67

Marco shrugged his shoulders and agreed to play.

75

A few of Sam’s friends came over to play, too.

85

When Marco got the ball, instead of dribbling it,

94

he tried to bounce it on his head!

102

After a long talk Sam discovered

107

that Marco’s favorite sport was soccer.

113

Sam told Marco, “ I’ll teach you to play basketball

122

if you teach me soccer!”

127

By the end of the week, Sam was a great soccer player

139

and two cousins were now best friends!

146


Soccer Sam By Jean Marzollo (adapted by R. Kavel) Level L, Grades 2-3

-49Aliens for Breakfast Richard thought he was losing his mind.

7

Was there really an alien in his cereal box?

16

He rubbed his eyes and looked again.

23

A quiet voice whispered, “crunchy munchy aliens in a box.”

33

Richard whispered very nervously,

38

“Who are you?”

41

The small blue creature answered,

46

“I am Aric, the commander of interspace, and

53

I am here to help you wipe out cosmic trouble makers.”

64

I must be dreaming, thought Richard.

70

How could this be real?

75

Meanwhile Richard’s Mom called,

79

“Richard you are going to be late for school!”

88

Richard knew he had to go to school.

96

But he could not leave this creature in his house!

106

Richard said, “Come on Aric, we are going to school together.”

117

Richard carefully put Aric in his coat pocket.

125

He knew this would be the most exciting school day ever!

136


Aliens for Breakfast By J. Etra and S. Spinner (adapted by R. Kavel) Level L, Grades 2-3

-50Blueberries for Sal One day Little Sal went with her mother to pick blueberries.

11

They walked together to Blueberry Hill.

17

Little Sal brought along her small tin pail and her mother brought a large pail. 32 “Blueberries will be a nice treat to eat during the winter”, said Mom.

45

Little Sal picked three berries and dropped them into her pail.

56

She picked three more berries and then ate them.

65

Meanwhile her mother walked slowly through the bushes picking berries.

75

Little Sal struggled along behind, picking and eating every berry she saw!

87

Little Sal hurried ahead and reached into her mother’s pail.

97

Mother saw her and said,

102

” Please don’t eat the berries until we get home!”

111

When Little Sal’s mother was not looking, Little Sal ate more berries.

123

When they got home Little Sal’s pail was completely empty.

133

No more blueberries for Little Sal!

139


Blueberries for Sal By Robert McCloskey (adapted by R. Kavel) Level M, Grades 2-3

-51The Bionic Bunny Show “Good Morning,” said Wilbur.

4

“You’re late,” grumbled the director.

9

Wilbur had only ten minutes to get made up,

18

and finish learning his lines.

23

“I have to make you look strong and smart

32

and it isn’t easy!” joked Maxine, the make up lady.

42

She snapped on his costume with the built-in muscles.

52

Next, she tied his bionic sneakers, which made him taller.

62

Then she strapped on his bionic wrist watch.

70

This allowed the Bionic Bunny to see anything anywhere.

79

Finally, she pulled on his bionic ears,

86

this supposedly let him hear everything.

92

“Everyone on the set!” ordered the director.

99

“And now,” said the announcer,

104

“the one who makes the impossible possible, the Bionic Bunny.”

114

With a twitch of his nose and a wiggle of his ears,

126

the show finally begins!

130


The Bionic Bunny Show By M. Brown and L. K. Brown (adapted by R. Kavel) Level M, Grades 2-3

-52I, Amber Brown I am so excited and for a very good reason.

10

There are only fourteen more days until Christmas vacation!

19

I, Amber Brown, am too pooped to pop.

27

I am totally exhausted but not ready to quit shopping.

37

I still have more presents to buy.

44

I, Amber Brown, am running out of energy and money!

54

My future step dad, Max, is tired of shopping too.

64

“This is our last shopping stop, Amber!” said Max.

73

Max noticed my large bag of gifts.

80

“Amber, you do realize you have lots to wrap.”

88

“Do you care how your gifts are wrapped, Max?” said Amber.

99

The look on Max’s face was hilarious.

106

“If so, I guess I can take the toilet paper wrapping off of your gifts!”

121

We both looked at one another and laughed.

129

This has turned out to be a fun day with Max!

140


I, Amber Brown By Paula Danzige (adapted by R. Kavel) Level M, Grades 2-3

-53Owl Moon It was late one winter night, when Pa and I went owling.

12

There was no wind. The trees stood still as giant statues.

23

And the moon was so bright the sky seemed to shine.

34

Our feet crunched over the crisp snow.

41

We reached the line of the pine trees, then Pa called:

52

“whoo-whoo-who-who-who-whooooooooooooooo,”

58

the sound of the Great Horned Owl.

65

Then, the owl called back:

70

“whoo-whoo-who-who-who-whoooooooo,”

76

just as if Pa and the owl were talking together.

86

The owl came closer from high up in the trees,

96

landing on a branch. For a few minutes we stared at each other.

109

Then, the owl pumped its great wings and lifted off the branch without a sound.

124

It flew back into the forest. “Time to go home,” Pa said to me.

138


Owl Moon By Jane Yolan (adapted by B. Marr) Level O, Grades 3

-54Mr. Popper’s Penguins It was an afternoon in late September.

7

Mr. Popper, who lived in the town of Stillwater,

16

was on his way home.

21

He was a house painter in this small town,

30

and he only worked from spring until fall.

38

This would be his last painting job until next April.

48

Mr. Popper walked slowly along daydreaming as he walked.

57

No one knew of Mr. Popper’s special dreams.

65

He had been dreaming of travel for many years.

74

How he longed to travel to the North and South Poles.

85

How fascinating it would be to go on a polar expedition!

96

He dreamed of visiting the arctic animals, especially the penguins.

106

There was never enough money or time for such a vacation.

117

Maybe this year will be different, he thought.

125

Maybe I will finally have my dreams come true!

134


Mr. Popper’s Penguins By Richard and Florence Atwater (adapted by R. Kavel) Level O, Grades 3

-55Tales from the House of Bunnicula

Pete Monroe was a slob.

5

He did things like sneak food into his room and under his bed.

18

Sometimes, Howie, his cute dog

23

would go under the bed looking for a tasty treat.

33

But under Pete’s bed was a scary place.

41

Chester the cat always warned Howie,

47

“Don’t go under the bed, Howie.”

53

“You may not make it out alive!”

60

Howie laughed. He knew Chester was right.

67

Chester was always right, indeed!

72

It was scary under Pete’s bed.

78

The scariest place you could imagine.

84

Chester dared Howie to go under Pete’s bed one dark night.

95

He nervously crept under the bed. He got very, very quiet.

106

“What do you see?” whispered Chester.

112

Howie screamed, “Dust bunnies and critters. Run for your lives!”

122

Howie and Chester vowed to never go under that bed again!

133


Tales from the House of Bunnicula By James Howe (adapted by R. Kavel) Level P, Grades 3

Bibliography for Fluency Passages 1. Ben’s Dad by Beverly Randell. PM Storybooks, Crystal Lake, Ill: Rigby Publications, 1994. 2. Blackberries by Beverly Randell. PM Storybooks, Crystal Lake, Ill: Rigby Publications, 1994. 3. Lucky Goes to Dog School by Beverly Randell. PM Storybooks, Crystal Lake, Ill: Rigby Publications, 1994. 4. Sally’s Red Bucket by Beverly Randell. PM Storybooks, Crystal Lake, Ill: Rigby Publications, 1994. 5. The Colorful Ghost by Marsha Marquardt. Tott Publication, 1989 (ISBN: 1882225058). 6. The Lion and the Mouse by Beverly Randell. PM Storybooks, Crystal Lake, Ill: Rigby Publications, 1994 (ISBN: 0763504904). 7. Late for Soccer by Jenny Giles. PM Storybooks, Crystal Lake, Ill: Rigby Publications, 1994. 8. Locked Out by Beverly Randell. PM Storybooks, Crystal Lake, Ill: Rigby Publications, 1994. 9. Mushrooms for Dinner by Beverly Randell. PM Storybooks, Crystal Lake, Ill: Rigby Publications, 1994. 10. The Little Red Bus by Beverly Randell. PM Storybooks, Crystal Lake, Ill: Rigby Publications, 1994. 11. Candlelight by Beverly Randell. PM Storybooks, Crystal Lake, Ill: Rigby Publications, 1994. 12. Cows in the Garden by Beverly Randell. New Way Green, Steck-Vaughn Publisher, 2000 (ISBN: 0811421724). 13. Little Ghost Goes to School by Marsha Marquardt. Tott Publications, 1993 (ISBN: 1882225120). 14. The Cross Country Race by Jenny Giles. Windmill Books, Crystal Lake, Ill: Rigby Publications, 1994. 15. The Flood by Jenny Giles. PM Storybooks, Crystal Lake, Ill: Rigby Publications, 1994. 16. Three Billy Goats Gruff, retold by Judith Smith and Brenda Parkes. Crystal Lake, Ill: Rigby Publications, 2000 (ISBN: 0763583553). 17. A Kiss for Little Bear by Else Minarik. New York: Harper & Row Publishers, 1996 (ISBN: 0060242981). 18. Milk and Cookies: A Frank Asch Bear Story by Frank Asch. Parents Magazine Press, 1982 (ISBN: 0819310875). 19. The Gingerbread Man retold by Brenda Parkes and Judith Smith. Crystal Lake, Ill: Rigby Publications, 1997. 20. The Doorbell Rang by Pat Hutchins. New York: Greenwillow Books Publishers, 1986. (ISBN: 068052517). 21. Leo the Late Bloomer by Robert Kraus. New York: Windmill Books Publishers, 1971 (ISBN: 0878070427). 22. Little Bear Goes to the Moon by Else Minarik. New York: Harper Publishers, 1957 (ISBN: 079214406). Fluency Partner Practice Program

23. Moonbear’s Shadow by Frank Asch. New York: Simon & Schuster, 1985 (ISBN: 0689835191). 24. Birthday Present by Jean Van Leeuwen (In More Tales of Amanda the Pig). New York: Orchard Books, 1987 (ISBN: 0531057054). 25. The Letter by Arnold Lobel (In Frog and Toad are Friends). New York: Harper & Row Publishers, 1970. 26. The Garden by Arnold Lobel (In Frog and Toad Together). New York: Harper & Row Publishers, 1972 (ISBN: 006023959x). 27. Arthur’s Prize Reader by Lillian Hoban. New York: Harper & Row Publishers, 1978 (ISBN: 0060223790). 28. Happy Birthday Moon by Frank Asch. New York: Simon & Schuster Publishers, 1999 (ISBN: 0689835434). 29. Bread and Jam for Frances by Russell Hoban. New York: Harper & Row Publishers, 1964 (ISBN: 0064430960). 30. Bedtime for Frances by Russell Hoban. New York: Harper & Collins Publishers, 1996 (ISBN: 006027106X). 31. A Chair for My Mother by Vera B. Williams. New York: Scholastic Publishers, 1982 (ISBN: 068800914). 32. Roses are Pink, Your Feet Really Stink by Diane deGroat. New York: Morrow Junior Books Publisher, 1996 (ISBN: 06881360446). 33. Chester’s Way by Kevin Henkes. New York: Green Willow Books Publisher, 1998 (ISBN: 0688076076). 34. Katy and The Big Snow by Virginia Lee Burton. Boston: Houghton Mifflin Publishers, 1943 (ISBN: 03951815500). 35. The Little Engine That Could by Watty Piper. New York: Platt & Munk Publishers, 1985 (ISBN: 0448405202). 36. Corduroy by Don Freeman. New York: Viking Press, 1968 (ISBN: 0670241334). 37. The Terrible Thing That Happened At Our House by Marge Blaine. New York: Scholastic Publishers, 1975 (ISBN: 0590423711). 38. Pancakes, Pancakes by Eric Carle. New York: Simon & Schuster Publishers, 1990 (ISBN: 0887081207). 39. The Funny Little Woman by Arlene Mosel. New York: Dutton Publishers, 1972 (ISBN: 0525302654). 40. Just Us Women by Jeannette F. Canines. New York: Harper Trophy Book Publisher, 1984 (ISBN: 0064430561). 41. Rough Face Girl by Rafe Martin. New York: GP Putnam’s Sons Publishers, 1992 (ISBN: 0399218599). 42. Thunder cake by Patricia Polacco. New York: Philomel Books Publishers, 1990 (ISBN: 0399222316). 43. Princess Furball by Charlotte S. Huck. New York: Greenwillow Books Publisher, 1989 (ISBN: 0688078370). 44. The Legend of the Bluebonnet by Tomie De Paola. New York: Putnam Publishers, 1983 (ISBN: 0399209379). 45. Uncle Jed’s Barbershop by Margaret King Mitchel. New York: Simon & Schuster Publisher, 1993 (ISBN: 0671769693). 46. Keep the Lights Burning Abbie by Peter and Connie Roop. Mpls.,MN: Lerner Publishing Group, 1987 (ISBN: 0876144547). Fluency Partner Practice Program

47. Don’t Forget the Bacon by Pat Hutchins. New York: Harper & Collins Publishers, 1987 (ISBN: 0688067875). 48. Soccer Sam by Jean Marzollo. New York: Random House Publishers, 1987 (ISBN: 039488406X). 49. Aliens for Breakfast by Jonathon Etra and Stephanie Spinner. New York: Random House Publishers, 1988 (ISBN: 0394820932). 50. Blueberries for Sal by Robert McCloskey. New York: Penguin Young Readers Group, 1976 (ISBN 014050169X). 51. The Bionic Bunny Show by Marc Brown and Laurie Krasny Brown. New York: Little Brown & Company Publisher, 1984 (ISBN: 0316111201). 52. I, Amber Brown by Paula Danziger. New York: Penguin Young Readers Group Publishers, 1999 (ISBN: 0399231803). 53. Owl Moon by Jane Yolan. New York: Scholastic Publishers, 1987 (ISBN: 0590420445). 54. Mr. Popper’s Penguins by Richard and Florence Atwater. New York: Little Brown Young Readers Publisher, 1988 (ISBN:0316058424) 55. Tales from the House of Bunnicula by James Howe. New York: Scholastic, Inc., 2002 (ISNB: 0439530997).


Reproducible Awards


We want to say

*THANK YOU* to an excellent coach!

_____________ We appreciate all of your hard work. You have been very helpful and caring. We are very proud of you!

Congratulations! ____________________ We are so proud of you! You have done a great job practicing your fluency. Thank you for working so hard!

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