NAME READING

FLUENCY DRA 1

A5 LEXILE BR

Dinnertime LEVEL A - SET 2

day 1 day 2 day 3 day 4

Color a box each time Color a box each time Color a box each time Color a box each time
you read the text. you read the text. you read the text. you read the text.

I read it ______ times! I read it ______ times! I read it ______ times! I read it ______ times!
© 2015, Second Story Window
 see me
Ask your
reader to put
a finger on Help your child
Have your child read figure out unknown Have your child Repeat the steps on
each dot as
this text several words. The pictures finish the practice other days. Return
the word
times each day. can be a big help. activity for the day. the page to school.
above is read.
Day !: Read the story. Then trace and write Day ": Read the story. Then circle each
the word look. word that says look.

look lkoo look

look
|||||| like look oolk
look love lool
|||||| look look book
Circle the number of syllables in look. Circle the letters in the word look.
ABCDEFGHIJKLM
! " # NOPQRSTUVWXYZ
Day #: Read the story. Then fill in the Day $: Read the story. Then draw lines to
letters to make each word spell look. match the word parts that spell look.

l ___ ___ k l k
loo ok
l o o ___ lo ook
Color the vowels in look. (a e i o u y) Circle look in the sentence.

look I will look.

© 2015, Second Story Window A5 Dinnertime
 NAME READING
FLUENCY DRA 4

C7 LEXILE 160

Summer Cool Down LEVEL C - SET 2

day 1 day 2 day 3 day 4

Color a box each time Color a box each time Color a box each time Color a box each time
you read the text. you read the text. you read the text. you read the text.

I read it ______ times! I read it ______ times! I read it ______ times! I read it ______ times!
© 2015, Second Story Window
 If your child makes an error and then self-corrects, give a cheer!
Your child is monitoring his/her thinking to make sure what is
being read makes sense. If your child makes a mistake, pause
before jumping in to help. Giving your child some time to solve the
problem. This will make your child a stronger, more confident
reader. If your child doesn’t notice the error, after waiting for a few
moments ask, “Something doesn’t sound right. Let’s figure it out.”
Day !: Read the story. Then trace and write Day ": Read the story. Then circle each
the word down. word that says down.

down dnow down

down
|||||| down don bown
done down donw
|||||| bow down down
Circle the number of syllables in down. Circle the letters in the word down.
ABCDEFGHIJKLM
! " # NOPQRSTUVWXYZ
Day #: Read the story. Then fill in the Day $: Read the story. Then draw lines to
letters to make each word spell down. match the word parts that spell down.

d o w ___ d wn
do n
d ___ ___ n dow own
Color the vowels in down. (a e i o u y) Circle down in the sentence.

down He fell down.

© 2015, Second Story Window C7 Summer Cool Down
 NAME READING
FLUENCY DRA 8

E1 LEXILE 190

Helping With Dinner LEVEL E - SET 1

It is time for dinner. Ma! and Joni are 9

cooking dinner together. 12

Joni reads from the cookbook. 17

“Put broccoli in the pot,” says Joni. 24

Ma! says, “Okay.” He pours some 30

broccoli in the pot. 33

“Put noodles in the pot,” says Joni. 40

Ma! says, “Okay.” He pours some 46

noodles in the pot. 50

“I am doing all the work,” Ma! says. 58

“How are you going to help?” 64

Joni says, “I am going to help eat it!” 73

DAILY RECORD DAY 1 DAY 2 DAY 3 DAY 4

total words read in 1 minute

number of mistakes (subtract from total)

= total words read correctly in 1 minute (WCPM)

adult initials
© 2015, Second Story Window
 Have your child read the Time your student reading If your child is stuck on a Record total words read.
Repeat the steps on other
ENTIRE text and aloud for exactly 1 minute. word for 2 seconds, say Then subtract the number
days. Return
answer the questions for Do not help fix mistakes. the word and count it as a of errors. Now help fix any
the page to school.
today. mistake. mistakes..

FOCUS: read to find the FOCUS: read to find what Ma&

day ! characters’ names. day " does to help with dinner.
Characters are the people in a story. Read Read the text. Underline the things that
the text. Circle the names of the characters. Ma& does to help cook dinner.

Write each character’s name Ways Ma! helps with dinner:

next to the correct picture.
'. He puts in the
broccoli
(.

FOCUS: read to find what Joni FOCUS: read to find connections

day # does to help with dinner. day $ to your life.
Read the text. Find the sentence that tells Read the text. Pay a&ention to the things
how Joni says she helps with dinner. that have to be done to make dinner.
Color the sentence . List " ways you could be a
Is Joni really helping with dinner? be!er help at your house.
Yes, Joni
is helping.
No, Joni
is not helping. '.
I think this because (.
).
© 2015, Second Story Window E1 Helping with Dinner
 NAME READING
FLUENCY DRA 12

G1 LEXILE 330

Lunch for Panda LEVEL G - SET 1

Panda sighed, “I am so tired of bamboo. 8

Today, I want to eat something new.” 15

He went into the forest to find a treat. 24

Panda saw Monkey eating chewy bark. 30

“Bark is great!” Monkey told him. “Try it.” 38

Panda took a bite. “Eww! Bark isn’t for me!” 47

Salamander was eating a wiggly worm. 53

“Have a bite,” Salamander offered. 58

Panda backed away. “No worms for me!” 65

Panda sat and thought. What should he 72

eat? He pulled up a green bamboo stem. 80

“Yum!” he said. “Bamboo is best for me!” 88

DAILY RECORD DAY 1 DAY 2 DAY 3 DAY 4

total words read in 1 minute

number of mistakes (subtract from total)

= total words read correctly in 1 minute (WCPM)

adult initials
© 2015, Second Story Window
 Have your child read the Time your student reading If your child is stuck on a Record total words read.
Repeat the steps on other
ENTIRE text and aloud for exactly 1 minute. word for 2 seconds, say Then subtract the number
days. Return
answer the questions for Do not help fix mistakes. the word and count it as a of errors. Now help fix any
the page to school.
today. mistake. mistakes..

FOCUS: read to identify the FOCUS: read to find important

day ! main character. day " details.
Read the text. Circle the name of the Read the text. Find the foods that Monkey
character that appears most o&en in the story. and Salamander think Panda should eat.
Color the foods .
is the main character. Write the food each animal thinks
What clues in the story help you Panda should try.
know he’s the main character?

FOCUS: read to find what the FOCUS: read to form an opinion.

day # character learns in the story. day $
Read the text. Find the sentence that tells Read the text. Pay a'ention to what
what Panda realizes. Panda chose not to eat.
Color the sentence . Would you rather have to eat ONLY your
What does Panda learn about favorite food or never eat your favorite again?
what food is best for him? eat ONLY my NEVER eat my
favorite food. favorite food again.

I think this because

© 2015, Second Story Window G1 Lunch for Panda

 NAME READING
FLUENCY DRA 16

I1 LEXILE 450

Smoothie Surprise LEVEL I - SET 1

I found the best book at the library--a kids 10

cookbook! When I brought it home, I wanted to 19

cook something right away. Mom said, “You 26

can make a smoothie because you won’t need 34

the stove.” Mom doesn’t think I’m ready for the stove. 44

I got out bananas, milk, and ice. We didn’t have 54

blueberries. Grapes are close enough, I thought. 61

The book said to put in a teaspoon of honey. 71

I didn’t know what that meant, so I just used 81

one of the big spoons. Then I blended everything together. 91

I poured it into glasses. It was thick and chunky. 101

Maybe I should have taken off the banana peel. 110

I handed a glass to mom. She took a sip and 121

her eyes got big. “It’s very unexpected,” she 129

said. I told her, “That’s why I call it my smoothie surprise!” 141

DAILY RECORD DAY 1 DAY 2 DAY 3 DAY 4

total words read in 1 minute

number of mistakes (subtract from total)

= total words read correctly in 1 minute (WCPM)

adult initials
© 2015, Second Story Window
 Have your child read the Time your student reading If your child is stuck on a Record total words read.
Repeat the steps on other
ENTIRE text and aloud for exactly 1 minute. word for 2 seconds, say Then subtract the number
days. Return
answer the questions for Do not help fix mistakes. the word and count it as a of errors. Now help fix any
the page to school.
today. mistake. mistakes..

FOCUS: read to understand the FOCUS: read to identify the

day ! order of events. day " problem.
Read the text. Number the events in the Read the text. Find the sentences where
story. Write a & next to the first event, a ' next the cook has problems making the smoothie.
to the second event, and so on. Color the sentence .

What happens in this story? What goes wrong in this story?

FOCUS: read to infer meaning FOCUS: read to be able to form

day # from a character’s actions. day $ an opinion.
Read the text. Circle the things the mom Read the text. Notice why the cook can’t
does a(er trying the smoothie. use the stove.
How do the mom’s actions help If the kid in this story were your
the reader know how she really child, would you let him or her
feels about the smoothie? use the stove?

© 2015, Second Story Window I1 Smoothie Surprise