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iHeartLiteracy
Table of Contents
Terms of Use ………………………………………………………. 4
Directions for Use ……………………………………………….... 5
Differentiation …………………………………………………... 6-7
Standards ………………………………………………………. 8-10
Passages & Answer Keys …………………………………….. 11-17
Thank You …………………………………………………………. 18

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iHeartLiteracy
 Terms of Use
• © iHeartLiteracy - All rights reserved. Purchase of this product entitles the
purchaser the right to reproduce the pages in limited quantities for
classroom use only. Duplication for an entire school, an entire school
system or commercial purposes is strictly forbidden without written
permission from the publisher: iHeartLiteracy,
iheartliteracy@gmail.com.

• Copying any part of this product and placing it on the Internet in any
form (even a personal/classroom website) is strictly forbidden and is a
violation of the Digital Millennium Copyright Act (DMCA). These items
can be picked up in a Google search and then shared worldwide for
free.
• Purchase of this product includes permission to use this product in one
classroom

• If your collegues wish to use this product, they can purchase additional
licenses for a discount from your “My Purchases” page on
www.teacherspayteachers.com

• Thank you for respecting these terms!

Image & Font Credits:

• https://www.teacherspayteachers.com/Store/Hello-Literacy
• https://www.teacherspayteachers.com/Store/Design-Infusions
• https://www.teacherspayteachers.com/Store/Whimsy-Clips

iHeartLiteracy 4
 Directions for Use
Fluency Passages with Comprehension Questions
• The Fluency Passages require both fluency and basic comprehension skills
• Students read the fluency passage and then answer the three comprehension
skills at the bottom of the page. These questions tie directly into the passage
• Students should be encouraged to go back and re-read as necessary to find the
correct answers
• Depending on students’ decoding abilities, apply scaffolding techniques (see the
next page for ideas) to ensure mastery of the targeted phonics skill

iHeartLiteracy 5
 Differentiation
A Note to Teachers
• You know your students best. Every class is different and every student is different.
Below are some pathways to use this resources with students at a variety of levels.
But like everything in teaching, it comes down to what your students need. Mix
and match as you see fit to get the students the results you want.

More Support practice, students should read

• Introduce targeted phonics skill in
whole group or small group setting.
• Reinforce skill by highlighting or
underlining all words in the story that
contain the tagrted phonics skill
• Read these highlighted words first for
extra practice
• For fluency support:
• Teacher Read: Model reading the
passage out loud
• Echo Read: You read one
sentence, then the students
repeat the same sentence out
loud
• Choral Read: Read the entire
passge outloud together as a
class
• Independent Turns: After other
scaffolding and repeated
the passage individually to
ensure mastery of the tagrted
skill
• For comprehension support:
• Read the question out loud
to students then read all
three answer choices
• Model going back to reread
sections of the story to find
or double check an answer
• Have students physically
touch the words in the
passage that anwer the
question (this helps model
and build foundational
“finding evidence and citing
evidence” skills that will be
further developed in coming
years

iHeartLiteracy 6
 Differentiation
Average Support
• Introduce targeted phonics skill in
whole group or small group setting.
• Reinforce skill by highlighting or
underlining all words in the story that
contain the tagrted phonics skill
• For fluency support:
• Sentence Reading: Students take
turns reading one sentence at a
time until the entire passage is
read
• Teacher Read: Teachers reads the
entire passage after the students
to model proper prosody and
expression
• Independent Turns or Partner
Read: In a large group setting,
have students take turns reading
the story to a partner. In a small
group setting, have students
individually read the story out
loud to the group
For comprehension support:
• Read the question out loud to
students then read all three
answer choices
• Model going back to reread
sections of the story to find or
double check an answer
• Have students physically touch
iHeartLiteracy
Advanced Readers
• Introduce targeted phonics skill in
whole group or small group setting.
• For fluency support:
• Independent Turns or Partner
Read: Students take turns
reading the story to a partner.
and/or students independently
read the story
• Extension Activity: Students can use
the words from the targeted phonics
skill to create their own story that
utilizes words with the targeted
phonics skill.
the words in the passage that
anwer the question (this helps
model and build foundational
“finding evidence and citing
evidence” skills that will be
further developed in coming
years
7
Kindergarten Standards
Reading
Standards Passages

RF.K.1.A
Follow words from left to right, top to bottom, and page by page. ✓
RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words. ✓
RF.K.3.A
Demonstrate basic knowledge of one-to-one letter-sound correspondences by
producing the primary sound or many of the most frequent sounds for each consonant.
✓
RF.K.3.B
Associate the long and short sounds with the common spellings (graphemes) for the five
major vowels.
✓
RF.K.3.C
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do,
does
✓
RF.K.4
Read emergent-reader texts with purpose and understanding. ✓
RL.K.1
With prompting and support, ask and answer questions about key details in a text. ✓
RL.K.4
Ask and answer questions about unknown words in a text. ✓
RL.K.10
Actively engage in group reading activities with purpose and understanding. ✓

iHeartLiteracy 8
 1st Grade Standards
Reading
Standards Passages

RF.1.1
Demonstrate understanding of the organization and basic features of print. ✓
RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words. ✓
RF.1.3.A
Know the spelling-sound correspondences for common consonant digraphs. ✓
RF.1.3.B
Decode regularly spelled one-syllable words. ✓
RF.1.3.C
Know final -e and common vowel team conventions for representing long vowel sounds. ✓
RF.1.4
Read with sufficient accuracy and fluency to support comprehension. ✓
RF.1.4.A
Read grade-level text with purpose and understanding. ✓
RF.1.4.B
Read grade-level text orally with accuracy, appropriate rate, and expression on
successive readings.
✓
RL.1.1
Ask and answer questions about key details in a text. ✓
RL.1.10
With prompting and support, read prose and poetry of appropriate complexity for grade
1.
✓

iHeartLiteracy 9
 2 nd Grade Standards
Reading
Standards Passages

RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words. ✓
RF.2.3.A
Distinguish long and short vowels when reading regularly spelled one-syllable words. ✓
RF.2.3.B
Know spelling-sound correspondences for additional common vowel teams. ✓
RF.2.4
Read with sufficient accuracy and fluency to support comprehension. ✓
RF.2.4.A
Read grade-level text with purpose and understanding. ✓
RF.2.4.B
Read grade-level text orally with accuracy, appropriate rate, and expression on
successive readings.
✓

iHeartLiteracy 10
 Free
Sampler
 ag
Tag!
Mag and Dag play tag. Mag is it. She runs to

Dag. Dag runs from Mag, but Mag is fast. She

tags Dag. Now Dag is it. He runs to Mag, but

she is too fast. Mag runs and runs. Mag wins!

1. Mag and Dag play 2. Who is fast?

__________.
o Mag
o chess o Dag
o on the swings o tag
o tag
3. Who wins?
o tag
o Mag
o Dag
© iHeartLiteracy 12
 ag Answer Key
Tag!
Mag and Dag play tag. Mag is it. She runs to

Dag. Dag runs from Mag, but Mag is fast. She

tags Dag. Now Dag is it. He runs to Mag, but

she is too fast. Mag runs and runs. Mag wins!

1. Mag and Dag play 2. Who is fast?

__________.
o Mag
o chess o Dag
o on the swings o tag
o tag
3. Who wins?
o tag
o Mag
o Dag
© iHeartLiteracy 13
 ue
Sue’s Book
Sue’s book is due back to the library. But Sue
has no clue where her book is. Sue thinks of clues.
Sue last saw her book by the glue. She knows the
book is blue. Those clues help Sue! It is true! Sue’s
blue book that is due is by the glue!

1. What was due back to 2. She knows the book is

the library? __________.
o Sue’s glue o glue
o Sue’s book o clue
o Sue’s clue o blue
3. In this story, what does
due mean?
o expected back
o expected to never return
o expected to be fixed
© iHeartLiteracy 14
 ue Answer Key
Sue’s Book
Sue’s book is due back to the library. But Sue
has no clue where her book is. Sue thinks of clues.
Sue last saw her book by the glue. She knows the
book is blue. Those clues help Sue! It is true! Sue’s
blue book that is due is by the glue!

1. What was due back to 2. She knows the book is

the library? __________.
o Sue’s glue o glue
o Sue’s book o clue
o Sue’s clue o blue
3. In this story, what does
due mean?
o expected back
o expected to never return
o expected to be fixed
© iHeartLiteracy 15
 dge
The Hike
We hiked up the ridge to the lodge. On the hike,
we saw a badger on the edge of a rock. The badger
wedged itself between two rocks as we came up the
ridge. When we got to the lodge at the top of the
ridge, we were going to eat fudge, but I left the
fudge in the fridge.

1. Where were they hiking 2. What did they see on

to? their hike?
o the lodge o a smudge
o the fudge o a fridge
o the wedge o a badger
3. I left the fudge
__________.
o on the ridge
o in the lodge
o in the fridge
© iHeartLiteracy 16
 dge Answer Key
The Hike
We hiked up the ridge to the lodge. On the hike,
we saw a badger on the edge of a rock. The badger
wedged itself between two rocks as we came up the
ridge. When we got to the lodge at the top of the
ridge, we were going to eat fudge, but I left the
fudge in the fridge.

1. Where were they hiking 2. What did they see on

to? their hike?
o the lodge o a smudge
o the fudge o a fridge
o the wedge o a badger
3. I left the fudge
__________.
o on the ridge
o in the lodge
o in the fridge
© iHeartLiteracy 17
 Thank You!
Thank you for downloading this product. Your feedback is
always appreciated. Head back over to the product page
(Reading Passages Free Sampler) and let us know what you
think!

Thanks again!
-Magy ~ iHeartLiteracy
iheartliteracy@gmail.com

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iHeartLiteracy