Somehow I lost track of time and didn’t realize how quickly the Winter Olympics were sneaking up on me, so I’ve been working hard on my Winter Olympics Close Reading packet. I had to do a lot of research for this one, because I didn’t know nearly as much about winter sports as I do summer sports (which still isn’t a lot). One thing I did learn, is that there is no way I would ever participate in the Luge. No thank you! Now that I’ve written the passages, I feel like I know a lot more about the sports, and I’m getting excited for them to start! I had intended to wait on using these passages until the Winter Olympics began, but now I think I’m going to start next week!
Just like the other versions, there is three leveled nonfiction reading passages for each of the topics. I found the lexile level for each of the passages using the lexile analyzer. There is also a correlation chart that compares DRA, guided reading, and lexile levels. I’m still fairly new to lexile levels myself, so I have to refer the chart all of the time.
All three versions essentially have the same content, so any passage can be used to answer the three pages of questions. I’ll continue focusing on one topic a week, because that’s what works best with my schedule.
I have a huge group of students who love taking timed tests. I know that in some districts timed tests are frowned upon, but I like them. I think that with the right approach they can be useful and fun for students. I try very hard to get my students to see timed tests as an opportunity to grow, rather than something to be stressed with. To the point, my students love them, and I have the great problem of having about half of my class already finished with their multiplication and division facts. After they finished those facts, I had them work on a combination of addition, subtraction, multiplication, and division facts, but they wanted more. They asked me everyday if I had a new timed test for them. I’ve been thinking of all kinds of things they can do, and last week we tried these fraction timed tests, and my students enjoyed the challenge. It has students convert fractions into whole numbers, and I’ll eventually make a new set where students convert improper fractions into mixed numbers. I didn’t give these to my students until after I hand introduced the concept conceptually through manipulatives. I always like to introduce the concept before skill. I tried so hard to find these already made, but I never did find a set, so I made my own. You can grab a copy by clicking on the picture below!