Reading Fluency Practice Gr. 1

A

Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,

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Table of Contents

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Table of ContentsUsing Fluency Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Fluency Routines

Section 1 2Lesson 1 What is Fluency? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Lesson 2 Choral Reading Routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Lesson 3 Partner Reading Routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Lesson 4 Repeated Reading Routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Lesson 5 Timed Reading Routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Lesson 6 Readers Theater Routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Lesson 7 Echo Reading Routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Lesson 8 Oral Reading Modeling Routine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Lesson 9 Round-Robin Reading Alternatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Lesson 10 Audiobooks Routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Letter-Sound Connections

Section 2 20Lesson 11 Letter-Sound Connection Mm, Aa, Ss, Pp . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Lesson 12 Letter Sound Connection Tt, Ii, Nn, Cc . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Lesson 13 Letter-Sound Connection Oo, Ff, Hh, Dd, Rr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Lesson 14 Letter-Sound Connection Ee, Bb, Ll, Kk, Uu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Lesson 15 Letter-Sound Connection Gg, Ww, Xx, Vv . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Lesson 16 Letter-Sound Connection Jj, Qq, Yy, Zz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Lesson 17 Section 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

High-Frequency Words

Section 3 34Lesson 18 Introduce Routines: Speed Drills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Lesson 19 Teach High-Frequency Words 21–40. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Lesson 20 Teach High-Frequency Words 41–60. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Lesson 21 Teach High-Frequency Words 61–80. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Lesson 22 Teach High-Frequency Words 81–100 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Lesson 23 Teach High-Frequency Words 101–120 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Lesson 24 Teach High-Frequency Words 121–140 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Lesson 25 Teach High-Frequency Words 141–160 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Lesson 26 Teach High-Frequency Words 161–180 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Lesson 27 Teach High-Frequency Words 181–200 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Lesson 28 Teach High-Frequency Words 201–220 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Lesson 29 Teach High-Frequency Words 221–247 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Lesson 30 High-Frequency Phrase Drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Lesson 31 High-Frequency Phrase Drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Lesson 32 High-Frequency Phrase Drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Lesson 33 High-Frequency Phrase Drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Lesson 34 Section 3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

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Fluency Intervention

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Speed and Accuracy

Section 4 68Lesson 35 Speed Drill: Short a Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Lesson 36 Speed Drill: Short i Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70Lesson 37 Speed Drill: Short o Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72Lesson 38 Speed Drill: Short e Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74Lesson 39 Speed Drill: Short u Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76Lesson 40 Speed Drill: Short Vowels with Initial Blends . . . . . . . . . . . . . . . . . . . . . . . . . . . 78Lesson 41 Speed Drill: Short Vowels with Final Blends . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80Lesson 42 Speed Drill: Short Vowels with Digraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Lesson 43 Speed Drill: Plurals -s, -es . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Lesson 44 Section 4 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

Section 5 88Lesson 45 Speed Drill: Final e Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88Lesson 46 Speed Drill: Inflectional Ending -ed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90Lesson 47 Speed Drill: Inflectional Ending -ing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92Lesson 48 Speed Drill: Contractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Lesson 49 Speed Drill: Long a Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Lesson 50 Speed Drill: Long e Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Lesson 51 Speed Drill: Long o Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100Lesson 52 Speed Drill: Long i Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Lesson 53 Speed Drill: Long u Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104Lesson 54 Speed Drill: Endings -er, -est . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106Lesson 55 Section 5 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108

Section 6 110Lesson 56 Speed Drill: Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110Lesson 57 Speed Drill: Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112Lesson 58 Speed Drill: Irregular Plurals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114Lesson 59 Speed Drill: r-Controlled Vowels er, ir, ur. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116Lesson 60 Speed Drill: r-Controlled Vowels ar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118Lesson 61 Speed Drill: r-Controlled Vowels or . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120Lesson 62 Speed Drill: Diphthongs ou, ow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122Lesson 63 Speed Drill: Diphthongs oi, oy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124Lesson 64 Speed Drill: Variant Vowels oo, oo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126Lesson 65 Speed Drill: Variant Vowel / ô/ spelled aw, au, and a . . . . . . . . . . . . . . . . . . . . . . . 128Lesson 66 Section 6 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

Section 7 132Lesson 67 Speed Drill: Prefixes un- and re- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132Lesson 68 Speed Drill: Suffixes -er, -or, and -ly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134Lesson 69 Speed Drill: Closed Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136Lesson 70 Speed Drill: Open Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138Lesson 71 Speed Drill: Consonant + le Syllables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140Lesson 72 Speed Drill: Vowel Team Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142Lesson 73 Speed Drill: Final e Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144Lesson 74 Speed Drill: r-Controlled Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .146Lesson 75 Section 7 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .148

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Section 8 150Lesson 76 Speed Drill: Word Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150Lesson 77 Speed Drill: Word Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152Lesson 78 Speed Drill: Word Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154Lesson 79 Speed Drill: Word Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156Lesson 80 Speed Drill: Word Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158Lesson 81 Speed Drill: Word Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .160Lesson 82 Speed Drill: Word Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162Lesson 83 Section 8 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .164

Prosody: Intonation, Expression, and Pacing

Section 9 166Lesson 84 Reading Different Sentence Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .166Lesson 85 Reading Different Sentence Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .168Lesson 86 Pronunciation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170Lesson 87 Reading Emphasized Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172Lesson 88 Reading Emphasized Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174Lesson 89 Reading Dialogue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176Lesson 90 Reading Dialogue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178Lesson 91 Reading Dialogue in Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .180Lesson 92 Reading Dialogue in Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182Lesson 93 Reading Dialogue in Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .184Lesson 94 Section 9 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .186

Section 10 188Lesson 95 Pausing at the End of Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .188Lesson 96 Pausing at Commas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .190Lesson 97 When to Slow Reading Down . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192Lesson 98 When to Speed Reading Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194Lesson 99 Reading at Grade Level Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196Lesson 100 Chunking Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198Lesson 101 Phrasing: Subjects and Predicates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200Lesson 102 Phrasing: Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .202Lesson 103 Phrasing: Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .204Lesson 104 Phrasing: Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .206Lesson 105 Section 10 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .208 2005 Oral Reading Fluency Data (Hasbrouck & Tindal). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210 Progress Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211 Sound-Spelling Cards Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212 English Learners: Phonics Transfer Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214 Reading Big Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 Six Basic Syllable Spelling Patterns Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219

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Using Fluency Intervention Purpose and UseTreasures provides a set of strategic intervention materials, one set for each of the key technical skill domains of beginning reading (phonemic awareness and phonological awareness, phonics and decoding, oral reading fluency, vocabulary, and reading comprehension skills) plus writing and grammar. Each set of materials contains over ninety 15-minute lessons. These lessons

• focus on children in Kindergarten through Grade 2 who need reteaching and practice in one or more of the technical skill domains (e.g., fluency);

• provide explicit, sequential, and systematic needs-based instruction of standards taught in the target grade or previous grade that have not been mastered by children;

• are connected to the basic program and consistent with the key instructional routines used;

• are designed for efficient and effective use in tutorial or small-group instructional settings;

• can be administered by a teacher or teacher’s aide but are also great for after-school programs and one-on-one tutoring sessions;

• contain a periodic progress-monitoring review for determining attainment of skills taught after approximately every ten lessons.

Contents and ResourcesFluency Intervention organizes instruction and practice on two-page spreads (except the Speed Drills) for ease of use. A short, 15-minute lesson provides targeted instruction in a discrete skill. A Practice Reproducible provides targeted practice for that skil l.

Sample Lesson

LESSON

7Fluency

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14 Fluency Intervention: Section 1

Echo Reading RoutineTEACH/MODELIntroduce In the Echo Reading routine, you read a phrase or a sentence and children read back, or “echo,” what you have read. Write the sentences below. Is my bathtub in the street? No, it is not. My bathtub sits inside my bathroom.

Review the steps of the routine. Then follow the routine to read the sentences. 1. First, the teacher reads aloud. Say: I will model fluent reading by reading only

a phrase or a sentence. (See Fluent Reading Checklist.)2. Children follow along. Say: You will whisper-read every word as I read it aloud.

It is very important that you listen to how I read the phrase or sentence.

3. Then children read aloud. Say: Then you will read the same phrase or sentence back to me. You will try to read it the same way I read it.

4. Repeat. Say: Then we will do the same thing again until we finish reading.

Fluent Reading Checklist√ Read smoothly and pronounce words correctly.√ Read sentences in chunks or phrases.√ Emphasize important words.√ Pause at commas or periods.√ Change your voice to show a question.√ Change your voice to show strong feeling at an exclamation point.√ Read dialogue the way someone might speak it.

GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL7. Then follow the routine to echo-read “The Bathtub at the Traffic Light.” You may want to echo read the poem more than once. Provide corrective feedback.

Comprehension Have partners discuss answers to the comprehension questions. Then discuss their answers as a group.

APPLYEcho Reading Use the Echo Reading routine to read the poem again, but now have children lead while you respond. Individual children can take turns leading. Tell children to point out how they read each phrase or sentence before you read it back to them. Prompt them with questions such as these: Where did you pause? Where did you change your voice?

Additional passages for different fluency levels can be found in the Fluency Assessment Book.

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Practice Reproducible FL7

Name Date

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15Practice Reproducible

Practice Echo Reading

The B athtub at the Traffic Light

Driving with my dad one night,6 We saw a bathtub at a traffic light.14 A truck had dropped it in the street.22 It stood alone on four clawed feet.

29 No person sat and washed inside.35 No bar of soap sat on its side.43 It was just empty, which seemed strange.50 I asked, “Is it waiting for the light to change?”

60 The light turned green. The tub stayed still!68 It blocked the cars at the top of a hill!78 “That bathtub has no water,” said my father.86 “But don’t you think it needs a driver?” 94

Comprehension Where was the bathtub? Where does it really belong? What have you seen in a funny place where it did not belong?

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Additional materials used with the instruction in Fluency Intervention include the following reproducibles, located in the back of the guide:

• 2005 Oral Reading Fluency Data (Hasbrouk & Tindal)

• Progress Chart• Sound-Spelling Cards Chart• Reading Big Words • Six Basic Syllable Patterns Chart

AssessmentPlacement To assess which children need fluency intervention, use the Oral Reading Fluency Assessment in the Diagnostic Assessment. This test determines children’s reading score by measuring words correct per minute. These scores are then compared to national norms, developed by program author Jan Hasbrouck, to determine whether children are below level and, if so, how far. These scores reveal which children are ready to access grade-level texts and are highly correlated to standardized reading comprehension scores. Children can be placed within the sequence of lessons based on the fluency skills that will have the greatest impact on their reading growth (e.g., mastering high-frequency words or specific phonics skills through speed drills). Children can be placed into the sequence of lessons based on a lack of mastery of specific fluency tasks and assessments in the Treasures program.

2005 Oral Reading Fluency Data/Progress Chart

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211

Pr ogress ChartBeginning Date:

Ending Date:

Book:

Number of Words Correctly Read in One Minute:

200

190

180

170

160

150

140

130

120

110

100

90

80

70

60

50

40

30

20

10

0 1 2 3 4 5

Number of Trials

Wo

rds

Co

rrec

t Per

Min

ute

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Progress Chart

Weekly and Unit Assessment

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Each section in Fluency Intervention focuses on a small set of fluency skills. You can place children in one of the following ways:

• You can teach a discrete lesson or a discrete group of lessons as a prescription for specific skills that children have not yet mastered.

• You can provide sequential and systematic instruction over a longer period of time, perhaps as a regular part of additional instruction that you might be providing a group of struggling readers. For example, you might use formal or informal reviews to determine a starting point (such as the speed drill skill children have not mastered) and then teach the following lessons sequentially.

Progress Monitoring To determine children’s mastery of skills taught, use the progress-monitoring review provided at the end of each section in the guide.

• These reviews appear after about every ten lessons.

• Use the results to determine which children are ready to move on and which need to repeat the sequence of lessons.

Instructional Routines The instructional routines used in Fluency Intervention are consistent with those used in the Treasures core program. See the Instructional Routine Handbook for details on the following routines:

• Fluency (general)• Fluency Strategies

Instructional Routine Handbook


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Decoding Review

Real Words

at sat map bad fan

pin hill zip did miss

top job mom fox sock

leg set men bed egg

sun luck hum puff bug

drop plan press clip snug

soft rust end lift band

path much wish cloth when

maps steps foxes lunches wishes

Nonsense Words

gat sab kib zek hom

fas lig som vep sim

lum sost blus gade sleck

truff nilt shob moxes whess

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Sample Review

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Using Fluency Intervention

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Instructional ModificationsMany struggling readers lack the prerequisite skills needed to decode grade-level text or are unable to keep up with the core program’s pace of instruction. These children need more time and practice to master these essential building blocks of reading.

• Children who are below level in fluency are often below level due to weaknesses in other prerequisite skills, such as phonics and mastery of basic sight words.

• Therefore, in addition to using the lessons in Fluency Intervention, assess each child’s phonics, letter recognition, high-frequency word, and phonemic awareness skills.

• Use the lessons in Phonics/Word Study Intervention and Phonemic Awareness Intervention in conjunction with those provided here.

Research and Guiding PrinciplesResearch on fluency has shown the following:

• Fluency is the ability to read a text accurately, quickly, effortlessly, and with proper expression.

• Fluency is important because it provides a bridge between word recognition and comprehension. Because fluent readers do not have to concentrate on decoding the words, they can focus their attention on what the text means. This is especially critical as children move through the grades and texts contain more complex vocabulary and concepts.

• To read with expression, children must be able to divide text into meaningful chunks. Readers must also know how to pause appropriately within and at the ends of sentences and must know when to change emphasis or tone.

• It is important to model fluent reading for children.• Fluency develops as a result of many opportunities to practice reading with

a high degree of success.• Repeated and monitored oral reading improves reading fluency and overall

reading achievement.• Effective repeated reading techniques include choral reading, echo reading,

tape-assisted reading, partner reading, and Readers Theater.• Monitoring student progress in reading fluency is useful in evaluating

instruction and setting instructional goals. It can also be motivating to children.

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Skills Correlations This chart will help you identify practice pages for skills

taught in this book.

Skill Pages where skill is taught * Al phabet Recognition 20–33

A ppropriate Phrasing 2–19, 188–193

Build fl uency: Sound/Spellings 20–33

Build fl uency: Word Automaticity 34–131

Expression 2–19, 166–169, 172–185, 192–207

High-Frequency Phrases 58–67

High-Frequency Words 34–57, 66–67

Intonation 166–169, 172–175

Letter-Sound Connection 20–33

Pronunciation 2–165, 170–171, 196–197

Read for Fluency 182–185, 192–195

S peed Drill: Abbreviations 112, 113, 130 PWS

Speed Drill: Closed Syllables 136, 137, 148 PWS

Speed Drill: Compound Words 110, 111, 130 PWS, V

Speed Drill: Consonant + le Syllables 140, 141, 148 PWS

Speed Drill: Contractions 94, 95, 108 PWS

Speed Drill: Diphthongs ou, ow, oi, oy 122–125, 130 PWS

Speed Drill: Endings -er, -est 106, 107, 108 PWS, V

Speed Drill: Final e Syllables 144, 145, 148 PWS

Speed Drill: Final e Words 88, 89, 108 PWS

Speed Drill: Infl ectional Ending -ing 90, 91, 108 PWS, V

Speed Drill: Irregular Plurals 114, 115, 130 PWS, V

Speed Drill: Long a Words 96, 97, 108 PWS

Speed Drill: Long e Words 98, 99, 108 PWS

Speed Drill: Long i Words 102, 103, 108 PWS

Speed Drill: Long o Words 100, 101, 108 PWS

Speed Drill: Long u Words 104, 105, 108 PWS

Speed Drill: Open Syllables 138, 139, 148 PWS

Speed Drill: Plurals -s, -es 84, 85, 86 PWS, V

Speed Drill: Prefi xes un-, re- 132, 133, 148 PWS, V

Speed Drill: r-Controlled Syllables 146, 147, 148 PWS

Speed Drill: r-Controlled Vowels er, ir, ur, ar, or 116–119, 130 PWS

* Practice for these skills can also befound in the Teacher’s Edition for:

C = Comprehension Intervention F = Fluency Intervention PWS = Phonics/Word Study Intervention V = Vocabulary Intervention

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Skills Correlations (continued)

Speed Drill: Short a Words 68, 69, 86 PWS

Speed Drill: Short e Words 74, 75, 86 PWS

Speed Drill: Short i Words 70, 71, 86 PWS

Speed Drill: Short o Words 72, 73, 86 PWS

Speed Drill: Short u Words 76, 77, 86 PWS

Speed Drill: Short Vowels with Digraphs 82, 83, 86 PWS

Speed Drill: Short Vowels with Final Blends 80, 81, 86 P:WS

Speed Drill: Short Vowels with Initial Blends 78, 79, 86 PWS

Speed Drill: Suffixes -er, -or, -ly 134, 135, 148 PWS, V

Speed Drill: Variant Vowels /ô/ Spelled aw, au, and a

128, 129, 130 PWS

Speed Drill: Variant Vowels oo, oo 126, 127, 130 PWS

S peed Drill: Vowel Team Syllables 142, 143, 148 PWS

Speed Drill: Word Families -ail, -ain, -ay, -eat, -ight

162, 163, 164 PWS, V

Speed Drill: Word Families -an, -ap, -in, -ug 150, 151, 164 PWS, V

Speed Drill: Word Families -ice, -ide, -oke, -ore 160, 161, 164 PWS, V

Speed Drill: Word Families -ill, -ell, -ing, -ock, -uck, -ump, -unk

156, 157, 164 PWS, V

Speed Drill: Word Families -ine, -ake, -ale, -ame, -ate

158, 159, 164 PWS, V

Speed Drill: Word Families -ink, -ack, -ank, -ash, -est, -ick

154, 155, 164 PWS, V

Speed Drill: Word Families -ip, -op, -aw, -ir, -ir 152, 153, 164 PWS, V

Skill Pages where skill is taught *

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LESSON

1Fluency

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What Is Fluency?TEACH/MODELIntroduce Fluency Tell children that good readers are fluent readers. Explain that this book will help them improve their fluency and become better readers.• They will learn routines that will help improve their fluency. These routines are

for working with the whole group, with a partner, or on their own.• They will increase their speed and accuracy when reading. They will use speed

drills to do this. Speed drills are word lists they practice reading many times.• They will learn to read aloud, changing their voice to show feeling and help

make meaning clear. They will read passages to practice these skills. • They will emphasize that comprehension is an important part of fluency.

Whenever they read a passage, children will also talk about what it means.

Introduce Fluency Routines Children will learn these routines: choral reading, partner reading, timed reading, readers theater, echo reading, oral recitation.

Introduce Features of Fluent Reading Review the Fluent Reading Checklist.


GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL1. Say: I will model fluent reading by reading an entire passage. You will listen to the way I read each phrase or sentence. Read the poem “School Days.” Then have children partner-read the passage more than once. Provide corrective feedback.

Comprehension Have partners discuss answers to the comprehension ques-tions. Then discuss their answers as a group.

APPLY Partner Reading Have partners practice reading “School Days” aloud to each other. Then ask individual children to read to the group.Additional passages for different fluency levels can be found in the Fluency Assessment Book.

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What Is Fluency?

S chool Days

Monday, Monday, it’s the week has begun day.8 I drag myself to school.

13 Tuesday, Tuesday, it’s I can’t find my shoes day.22 I think I’m breaking a rule.

28 Wednesday, Wednesday, it’s make new friends day.35 We sit together at noon.

40 Thursday, Thursday, it’s my head kind of hurts day.49 My homework is due much too soon.

56 Friday, Friday, it’s say good-bye day.62 The weekend is here at last.

68 Saturday, Sunday, it’s I miss all the fun days.77 I can’t wait to go back to class! 85

Comprehension How are your Mondays like the Monday in the poem? How are they different? What is your favorite day of the week?


LESSON

2Fluency

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Choral Reading RoutineTEACH/MODELIntroduce Explain that in the Choral Reading routine, you read a passage along with children. Write the sentences below on the board. Can a shark and a crab be friends? Maybe they can help each other.

Explain that you will use the Choral Reading routine to read these sentences. Review the steps of the routine. Follow the routine to read each sentence.1. Teacher and children read together. Say: I will read, and you will read at

the same time. (See Fluent Reading Checklist.) 2. Children keep up with the teacher. Say: I will read slowly. Be sure to keep

your voice with mine.

3. Teacher and children keep reading. Say: We don’t stop. We keep reading until we are done with a part or a section.


GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL2. Then follow the steps of the routine to chorally read “The Tiny Crab and the Great White Shark.” Provide corrective feedback.

Comprehension Have partners discuss the comprehension questions. Then discuss their answers as a group.

APPLYChoral Reading Use the Choral Reading routine to read the play again, but now have half the children read Shark’s part and half read Crab’s part. Then have them switch parts. Ask: What did you do with your voice to show the difference between Shark and Crab? Where did you pause?




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Practice Choral Reading

T he Tiny Crab and the Great White Shark

Shark: Who woke me from my nap? Was it you, 9 Crab? You’ll make a tasty snack!15 Crab: Please don’t eat me! If you let me go,24 I promise to help you someday.30 Shark: Why would a great white shark like me 38 ever need a tiny crab like you?45 Crab: You’ll never know if you don’t let me go.54 Shark: Ha! You’re so funny that I’ll let you go.63 Crab: Thank you! You won’t be sorry.

69 Shark: Someone help me! I’m in this net.76 Crab: Here I am! Remember me?81 Shark: Oh, it’s only you, Crab. Could you go 89 find someone bigger, like Swordfish?94 Crab: But I can help you. I will cut this net with 105 my claws. There! You’re free!110 Shark: Thank you, Crab. I was wrong about you.118 Crab: Little friends can be great friends after all. 126

Comprehension Why does Shark think Crab can’t help him? How does Crab help Shark? Can you think of other unlikely friends?


LESSON

3Fluency

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Partner Reading RoutineTEACH/MODELIntroduce Explain that in the Partner Reading routine, children take turns reading with a partner. Write the sentences below on the board. What do you like to do in nice weather? How can the weather change your plans?

Review the steps of the routine. Choose a child to be your partner. Follow the routine to read each of the sentences you wrote.1. The first partner reads. Say: Don’t read loudly. Lean toward your partner

and whisper.

2. The second partner listens. Say: Look at your partner. Lean toward your partner so he or she can whisper.

3. Then the second partner reads and the first partner listens. Say: Remember to lean toward your partner and whisper.

4. Partners keep taking turns. Say: Keep taking turns until you have finished.

Ranking and Pairing Plan carefully which readers to make partners. Step A List your children and rank them by order of their reading proficiency.

Don’t just consider oral reading ability. Consider also children’s overall comprehension of what they read, as well as their speaking, listening, and reading vocabularies. Number the children in your list.

Step B Divide your list in half. Make two columns. Put your highest readers in one column and your lowest readers in the other column, still numbered.

Step C Pair the top reader in the first column with the top reader in the second column. Then pair the readers listed second in both columns. Continue until all the children have partners.

GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL3. Then follow the steps of the routine to partner-read “Everyday Rain.” Provide corrective feedback.


APPLYPartner Reading Use the routine to read the passage again, but now have partners read different parts. Have children point out how they read each phrase or sentence. Ask: What did you do with your voice to show that the action was exciting? What did you do when you came to a difficult word?




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Practice Partner Reading

E veryd ay Rain

Some days Mario loved the rain. It made8 big, splashy puddles on the sidewalk outside his16 house. He liked to sit inside and watch the drops26 run down the window. He liked to hear the rain36 pour down on the roof.

41 Today, Mario did not want the rain. He looked 50 outside at the dark, angry clouds. Small raindrops 58 fell on the hot sidewalk. Mario made a face.

67 “Do not rain,” Mario thought. “Not today!”

74 Today was Mario’s 7th birthday. His 80 parents were taking him to his favorite place in 89 the whole world, FunLand. He could not wait to 98 ride the roller coaster and go down the giant 107 slide. He liked the train ride best!

114 The summer rain began to fall harder. 121 Mario watched sadly. He knew there would be 129 no rides today. 132

Comprehension What does Mario like about rain? What do you think might happen next in the story?


LESSON

4Fluency

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Repeated Reading RoutineTEACH/MODELIntroduce Explain that in the Repeated Reading routine, children practice reading a single passage and record their progress. Review the routine.1. Choose a passage at the child’s instructional reading level. Say: You will

read aloud a passage that is just a little bit hard for you. I will listen.

2. Time the reading. Say: I will stop you after one minute. I will tell you how many words you read correctly in that time.

3. Provide constructive feedback. Say: We will talk about any words that gave you trouble. I will help you read them correctly.

4. Record progress. Say: Then we will record on a chart the number of words you read correctly in one minute. (See Progress Chart on page 211.)

5. Have children practice reading. Say: Then you will practice reading this same passage, either on your own or with a partner. You will read it many times.

6. Time the reading again. Say: Then I will time you reading again. You’ll be surprised how much better you do!

Motivating Children to Read Repeatedly Charting their progress can be highly motivating for many struggling readers. After children have read the passage once, help them set a words-per-minute goal that is a stretch but still realistic. Here are some other techniques to motivate them: • Have children read to a child in a lower grade.• Have children read to a friend or family member. They can even read to a pet.• Help children record their reading or prepare a Readers Theater version. Note: This routine is not recommended for children already reading fluently.

GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL4. Follow the routine for repeated readings of “The Biggest Bite.” Have children set a new goal for words correct per minute with each reading. Provide corrective feedback.


APPLYRepeated Reading Use the Repeated Reading routine to read the passage again. Have children point out how they read each phrase or sentence. Ask: Were there words that were difficult to pronounce? What did you do with your voice to pronounce them more clearly?




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Practice Repeated Readings

T he Big gest Bite

How big is your bite? If you were an 9 alligator, you could bite into your food with 17 about 80 teeth! Do not worry if you lose or 27 break one, because a new tooth will grow back.36 Then you could eat more fish, insects, frogs and 45 snakes!

46 Alligators can hold their breath and stay 53 under water for many hours. They move their 61 tails back and forth to swim. They can see very 71 well at night, just like owls. They can live to be82 40 years old. An alligator’s tail is about half the92 size of its whole body. One alligator found in 101 Florida was over 17 feet long!

107 Baby alligators are just eight inches long 114 when they are one day old. They have bright, 123 yellow stripes to help them hide in the plants 132 from their enemies. Soon, they learn to catch 140 snails and insects for food. What a great 148 breakfast! 149

Comprehension What did you learn about the alligator’s tail? If you had a big bite like an alligator, what food would you like to eat most?


LESSON

5Fluency

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Timed Reading RoutineTEACH/MODELIntroduce Explain that teachers measure how many words children read correctly in a minute to make sure children are becoming better readers. They do this by timing children as they read aloud and counting the words read correctly. Review the steps of the routine. 1. Choose a passage at the child’s independent reading level. As the child’s

reading ability improves, choose passages that are at least 200 words long. Say: You will read aloud a passage you have never seen before. It will not be a hard passage; it will have the kinds of words you are used to reading.

2. Make two copies of the passage. Say: We will both have a copy of the same passage. I will mark on my copy any words that you don’t read correctly.

3. Time the reading. Say: I will stop you after one minute.

4. Mark the last word read. Say: I will count how many words you read correctly.

Counting Words Read Correctly Words read correctly are words that children read with the correct pronunciation for the context. • If children correct themselves in less than three seconds, count the word as

read correctly. If children struggle for more than three seconds, read the word for them and count it as an error.

• Count mispronunciations and substitutions as incorrect. Mispronunciations are words that are misread: bet for bit. Substitutions are words that are substituted in place of other words.

• Count omissions as incorrect. Omissions are words not read. If a child skips an entire line, each word is counted as an error.

GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL5. Have children read “Four Corners” alone or with a partner more than once. Then follow the routine to do a timed reading of the passage. Have them set a new goal for words correct per minute with each reading. Provide corrective feedback.


APPLYTimed Reading Use the Timed Reading routine to read the passage again. Have children point out how they read each phrase or sentence. Additional passages for different fluency levels can be found in the Fluency Assessment Book.



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Practice Timed Readings

Fou r Corners

Have you ever been to another state? 7 Did you know you can visit four states at one 17 time?

18 There is one place in the United States 26 where four states touch one another at the same 35 point. It is called Four Corners. You can visit 44 this special place and stand in four states at the 54 same time!

56 At Four Corners, you are in the states of 65 Arizona, New Mexico, Utah, and Colorado. 71 People come to visit this park all year round. It 81 was first put up in 1912. The park is on Native 92 American land. You can see some special shows 100 inside the park. You can also buy food and art 110 near the park.

113 If you visit this part of the country, you 122 can see many beautiful rocks and land shapes. 130 You can see parts of old homes from long ago. 140 Take a trip to see these great states! 148

Comprehension What states are found at Four Corners? Why is this place so special? What would you like to see if you visit this part of the country?


LESSON

6Fluency

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Readers Theater RoutineTEACH/MODELIntroduce Readers Theater is one way for children to learn and practice fluent reading. In this routine, the teacher and the children take turns reading dialogue. Write the sentences below on the board. O ne Fish: Hello, my old friend!

Two Fish: Hi. I’m going for a swim. How about you?

Review the steps of the routine. Choose a child to be your partner. Then follow the routine to read each of the sentences you wrote. 1. Readers take turns. Say: I will read one character’s line and you will read

the next character’s line. Be sure to read only your lines. (See Fluent Reading Checklist.)

2. Readers read the way a character might speak. Say: We will read slowly and read dialogue the way a character might speak.

3. Readers keep reading. Say: We don’t stop. We keep reading until we are done with a part or a section.


GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL6. Then follow the steps of the routine to read “A Fish Tale from India.” You may want to have children read the play more than once. Provide corrective feedback.


APPLYReaders Theater Use the routine to read the play again, but have children switch parts. Ask: How are the voices of the characters different? What did you do with your voice to read each character’s lines?




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Practice Readers Theater

A F ish Tale from India

Narrator: Once there were three fish named6 Think Ahead, Think Fast, and Think Later. One14 morning they found out that a fisherman was22 going fishing in their lake the next day.30 Think Ahead: I’m getting out of here! I’ll swim37 downriver tonight.39 Think Fast: I like it here. I’m sure I can think 48 of a plan when the time comes.55 Think Later: I’m too lazy to swim away. I’ll62 think about it tomorrow.66 Narrator: The next day the fisherman cast his 73 net into the lake. Think Ahead had gone away,

82 but Think Fast and Think Later got caught.90 Think Fast: I know! I’ll pretend to be dead.97 Think Later: I’m too tired. I’ll think later.103 Narrator: The fisherman thought Think Fast 108 was already dead, so he threw the fish back. But 118 he took Think Later home for supper that night. 127

Comprehension What are the names of the three fish? What happens to Think Later? In what ways are you like Think Fast? In what ways are you like Think Later?


LESSON

7Fluency

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Echo Reading RoutineTEACH/MODELIntroduce In the Echo Reading routine, you read a phrase or a sentence and children read back, or “echo,” what you have read. Write the sentences below. Is my bathtub in the street? No, it is not. My bathtub sits inside my bathroom.

Review the steps of the routine. Then follow the routine to read the sentences. 1. First, the teacher reads aloud. Say: I will model fluent reading by reading only

a phrase or a sentence. (See Fluent Reading Checklist.)2. Children follow along. Say: You will whisper-read every word as I read it aloud.

It is very important that you listen to how I read the phrase or sentence.

3. Then children read aloud. Say: Then you will read the same phrase or sentence back to me. You will try to read it the same way I read it.

4. Repeat. Say: Then we will do the same thing again until we finish reading.


GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL7. Then follow the routine to echo-read “The Bathtub at the Traffic Light.” You may want to echo read the poem more than once. Provide corrective feedback.

Comprehension Have partners discuss answers to the comprehension questions. Then discuss their answers as a group.

APPLYEcho Reading Use the Echo Reading routine to read the poem again, but now have children lead while you respond. Individual children can take turns leading. Tell children to point out how they read each phrase or sentence before you read it back to them. Prompt them with questions such as these: Where did you pause? Where did you change your voice?




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Practice Echo Reading

The B athtub at the Traffic Light

Driving with my dad one night,6 We saw a bathtub at a traffic light.14 A truck had dropped it in the street.22 It stood alone on four clawed feet.

29 No person sat and washed inside.35 No bar of soap sat on its side.43 It was just empty, which seemed strange.50 I asked, “Is it waiting for the light to change?”

60 The light turned green. The tub stayed still!68 It blocked the cars at the top of a hill!78 “That bathtub has no water,” said my father.86 “But don’t you think it needs a driver?” 94

Comprehension Where was the bathtub? Where does it really belong? What have you seen in a funny place where it did not belong?


LESSON

8Fluency

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Oral Reading Modeling RoutineTEACH/MODELIntroduce Explain that Oral Reading Modeling, also called Oral Recitation, is another effective way for children to learn and then practice fluent reading. In this routine, you combine the modeling and practicing of fluent reading with more in-depth discussion of comprehension. Review the steps. 1. The teacher reads the entire passage. Say: I will model fluent reading by

reading an entire passage. You will listen carefully to the way I read each phrase or sentence. (See Fluent Reading Checklist.)

2. Discuss the passage. Say: We will work together to understand the passage. We will create a class summary of the passage. We may also answer questions about it.

3. Connect comprehension and fluency. Say: Then we will discuss how our under-standing of the passage changes how we read the passage. Note any connections between the passage and the elements on the Fluent Reading Checklist.

4. Children practice reading the passage. Say: Then you will keep practicing reading the passage the way we discussed.


GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL8. Follow the steps of the routine to read and discuss “The Turtle Who Talked Too Much.” Provide corrective feedback.


APPLYEcho Reading Use the routine to reread the passage, but have children lead while you respond. Prompt children to point out how they read each phrase or sentence before you read it back to them. Ask: What problem does Turtle face? How does he try to solve it? Where did you change your voice to show what Turtle thinks?




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Practice Oral Recitation

The T urtle Who Talked Too Much

Long ago there lived a clever turtle who talked9 too much. One day he heard hunters making17 plans to catch turtles. “What can I do?” Turtle26 wondered. 27 He had an idea. He asked two cranes to help.37 “Hold this stick between you in your beaks,” he46 explained. “When I close my mouth on the stick, 55 you can fly me away to safety.”62 The cranes warned, “While you’re in the air, 70 you’ll have to keep your mouth shut. No talking79 at all.”81 “Of course! I know that!” Turtle snapped.88 The cranes did as Turtle asked. The hunters96 saw the cranes flying with Turtle between them104 and said, “Look at those clever birds. They have113 figured out how to keep that turtle safe!”121 Turtle heard them. “It was MY idea,” he129 shouted. Now, what do you suppose happened 136 to Turtle next? 139

Comprehension Why did Turtle want to get away? What happened to him at the end of the story? Can you think of a different ending to the story?


Fluency Intervention: Section 1

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LESSON

9Fluency

18

Round-Robin Reading

AlternativesTEACH/MODELLimitations Round-robin reading is not an effective way to improve fluency. Children need to read an entire selection from start to finish, but in round-robin reading they tend not to follow along as other children read. As a result, they also spend too much time “off task,” waiting for their turn.

Alternatives You can use these alternatives to round-robin reading.• Silent reading with discussion Allow children to read on their own. Say: You

will read a few pages of your story silently. Then I will ask you some questions, and we’ll have a discussion about what you read. Focus on comprehension.

• Listen to individual children Circulate and listen as children whisper-read to themselves. Provide corrective feedback. Focus on accuracy, but ask questions about the content of what they are reading.

• Rotate group reading When reading as a group, call on children frequently and unpredictably. You can even call on children at the end of a sentence that is in the middle of a paragraph.

If you do use round-robin reading, make sure children read the entire selection afterward. Have children read the entire selection either independently or with a partner after the group reading.

PRACTICE/APPLYAlternatives to Round-Robin Reading Use a passage at the child’s reading level, or use a Practice Reproducible in this book. Try one of the alternatives to round-robin reading: silent reading with discussion, listening to individual children, or rotating group reading.


LESSON

10Fluency

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Fluency Intervention 19

Audiobooks RoutineTEACH/MODELIntroduce Explain that listening to how a good reader reads aloud will help children improve their own reading.Review the steps of the routine. 1. Choose an audiobook at the child’s reading level. You can use audio-

books in your school or classroom. You can also use the Audio CD for each Main Selection in the Student Book. These books are recorded at two speeds: a slower practice speed and a fluent speed.

2. Have children follow along in a book. Say: You will listen to the audio-book but follow along by reading the words from the same book.

3. Have children stop and reread. Say: When the narrator is finished with a page, you should stop the audiobook and then reread the page on your own. Provide corrective feedback. Help children to read with the same pace, phrasing, and expression as the narrator.

4. Repeat. Say: You should finish reading the book in this way, listening to a page being read and then reading it yourself. Have children do this as many times as they need until they are ready to read the entire book aloud on their own.

5. Have children record their own reading. Say: When you are ready, we can make a recording of you reading this book. You might place the recording in a center so other children can listen to it.

PRACTICE/APPLYAudiobooks Routine Choose an audiobook or an Audio CD. Have children follow the Audiobook Routine until they are ready to record their own reading. Ask children to listen to each other’s recordings.


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LESSON

11Fluency

20

L etter-Sound Co nnection

Mm, Aa, Ss, PpTEACH/MODELLetter Names Display the M and m Word Building Cards. Remind children that all letters have an uppercase, or capital, and a lowercase, or small form. Point to the uppercase letter M. Say: This is the uppercase letter M. When you say the name of this letter, you say M. What is the name of this letter? [Wait for choral response.]Point to the lowercase letter m and say: This is lowercase letter m. When you say the name of this letter you say m. What is the name of this letter? [Wait for choral response.] Explain to children that even though they look different, uppercase and lowercase letters have the same name.Repeat identifying letter names using the Word Building Cards for A, a, S, s, P, and p.

Letter Sounds Display the map Sound-Spelling Card. Point to the uppercase letter M. Say: This is the map Sound-Spelling Card. You know the name for this letter: M. Now let’s say the sound. The sound is /m/. What is the sound? [Wait for choral response.]Point to the lowercase letter m. Say: You know the name for this letter: m. Now let’s say the sound. The sound is /m/. What is the sound? [Wait for choral response.] Remind children that even though they look different, uppercase and lowercase letters make the same sound.Repeat identifying letter sounds for A and a using the apple Sound-Spelling Card, for S and s using the sun Sound-Spelling Card, and for P and p using the piano Sound-Spelling Card.

PRACTICE/APPLYPractice Reproducible Distribute copies of Practice Reproducible FL11. Have children read aloud the first section, saying the name of each letter. Then have children read aloud the second section, saying the sound for each letter. Note any letter names or sounds with which children have difficulty and provide additional practice as needed.


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Name Date Practice Reproducible FL11

Letter-Sound Connection Mm, Aa, Ss, Pp

Read aloud the name of each letter.

M A S Pm a s pP m A SM s p a

Read aloud the sound for each letter.

M A S Pm a s pP m A SM s p a


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LESSON

12Fluency

22

Letter-Sound Connection

Tt, Ii, Nn, CcTEACH/MODELLetter Names Display the T and t Word Building Cards. Remind children that all letters have an uppercase, or capital, and a lowercase, or small form. Point to the uppercase letter T. Say: This is the uppercase letter T. When you say the name of this letter, you say T. What is the name of this letter? [Wait for choral response.]Point to the lowercase letter t and say: This is lowercase letter t. When you say the name of this letter you say t. What is the name of this letter? [Wait for choral response.] Explain to children that even though they look different, uppercase and lowercase letters have the same name.Repeat identifying letter names using the Word Building Cards for I, i, N, n, C, and c.

Letter Sounds Display the turtle Sound-Spelling Card. Point to the uppercase letter T. Say: This is the turtle Sound-Spelling Card. You know the name for this letter: T. Now let’s say the sound. The sound is /t/. What is the sound? [Wait for choral response.]Point to the lowercase letter t. Say: You know the name for this letter: t. Now let’s say the sound. The sound is /t/. What is the sound? [Wait for choral response.] Remind children that even though they look different, uppercase and lowercase letters make the same sound.Repeat identifying letter sounds for I and i using the insect Sound-Spelling Card, for N and n using the nest Sound-Spelling Card, and for C and c using the camel Sound-Spelling Card.



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Letter-Sound Connection Tt, Ii, Nn, Cc


T I N Ct i n cC n I TN t c i


T I N Ct i n cC n I TN t c i

RI11_A_K2_ITEFLU_S02.indd 23RI11_A_K2_ITEFLU_S02.indd 23 6/9/10 6:24 PM6/9/10 6:24 PM

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LESSON

13Fluency

24


Oo, Ff, Hh, Dd, RrTEACH/MODELLetter Names Display the O and o Word Building Cards. Remind children that all letters have an uppercase, or capital, and a lowercase, or small form. Point to the uppercase letter O. Say: This is the uppercase letter O. When you say the name of this letter, you say O. What is the name of this letter? [Wait for choral response.]Point to the lowercase letter o and say: This is lowercase letter o. When you say the name of this letter you say o. What is the name of this letter? [Wait for choral response.] Explain to children that even though they look different, uppercase and lowercase letters have the same name.Repeat identifying letter names using the Word Building Cards for F, f, H, h, D, d, R, and r.Letter Sounds Display the octopus Sound-Spelling Card. Point to the upper-case letter O. Say: This is the octopus Sound-Spelling Card. You know the name for this letter: O. Now let’s say the sound. The sound is /o/. What is the sound? [Wait for choral response.]Point to the lowercase letter o. Say: You know the name for this letter: o. Now let’s say the sound. The sound is /o/. What is the sound? [Wait for choral response.] Remind children that even though they look different, uppercase and lowercase letters make the same sound.Repeat identifying letter sounds for F and f using the fire Sound-Spelling Card, for H and h using the hippo Sound-Spelling Card, for D and d using the dolphin Sound-Spelling Card, and for R and r using the rose Sound-Spelling Card.



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Letter-Sound Connection Oo, Ff, Hh, Dd, Rr


O f H dR o F hD r O fH d R oF h D r


O f H dR o F hD r O fH d R oF h D r


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LESSON

14Fluency

26


Ee, Bb, Ll, Kk, UuTEACH/MODELLetter Names Display the B and b Word Building Cards. Remind children that all letters have an uppercase, or capital, and a lowercase, or small form. Point to the uppercase letter B. Say: This is the uppercase letter B. When you say the name of this letter, you say B. What is the name of this letter? [Wait for choral response.]Point to the lowercase letter b and say: This is lowercase letter b. When you say the name of this letter you say b. What is the name of this letter? [Wait for choral response.] Explain to children that even though they look different, uppercase and lowercase letters have the same name.Repeat identifying letter names using the Word Building Cards for E, e, L, l, K, k, U, and u.

Letter Sounds Display the bat Sound-Spelling Card. Point to the uppercase letter B. Say: This is the bat Sound-Spelling Card. You know the name for this letter: B. Now let’s say the sound. The sound is /b/. What is the sound? [Wait for choral response.]Point to the lowercase letter b. Say: You know the name for this letter: b. Now let’s say the sound. The sound is /b/. What is the sound? [Wait for choral response.] Remind children that even though they look different, uppercase and lowercase letters make the same sound.Repeat identifying letter sounds for E and e using the egg Sound-Spelling Card, for L and l using the lemon Sound-Spelling Card, for K and k using the koala Sound-Spelling Card, and for U and u using the umbrella Sound-Spelling Card.



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Letter-Sound Connection Ee, Bb, Ll, Kk, Uu


E b L kU e B lK u E bL k U eB l K u


E b L kU e B lK u E bL k U eB l K u


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LESSON

15Fluency

28


Gg, Ww, Xx, VvTEACH/MODELLetter Names Display the G and g Word Building Cards. Remind children that all letters have an uppercase, or capital, and a lowercase, or small form. Point to the uppercase letter G. Say: This is the uppercase letter G. When you say the name of this letter, you say G. What is the name of this letter? [Wait for choral response.]Point to the lowercase letter g and say: This is lowercase letter g. When you say the name of this letter you say g. What is the name of this letter? [Wait for choral response.] Explain to children that even though they look different, uppercase and lowercase letters have the same name.Repeat identifying letter names using the Word Building Cards for W, w, X, x, V, and v.

Letter Sounds Display the guitar Sound-Spelling Card. Point to the uppercase letter G. Say: This is the guitar Sound-Spelling Card. You know the name for this letter: G. Now let’s say the sound. The sound is /g/. What is the sound? [Wait for choral response.]Point to the lowercase letter g. Say: You know the name for this letter: g. Now let’s say the sound. The sound is /g/. What is the sound? [Wait for choral response.] Remind children that even though they look different, uppercase and lowercase letters make the same sound.Repeat identifying letter sounds for W and w using the window Sound-Spelling Card, for X and x using the box Sound-Spelling Card, and for V and v using the volcano Sound-Spelling Card.



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Letter-Sound Connection Gg, Ww, Xx, Vv


G w X vg W x VW x V gX w G v


G w X vg W x VW x V gX w G v


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LESSON

16Fluency

30


Jj, Qq, Yy, ZzTEACH/MODELLetter Names Display the J and j Word Building Cards. Remind children that all letters have an uppercase, or capital, and a lowercase, or small form. Point to the uppercase letter J. Say: This is the uppercase letter J. When you say the name of this letter, you say J. What is the name of this letter? [Wait for choral response.]Point to the lowercase letter j and say: This is lowercase letter j. When you say the name of this letter you say j. What is the name of this letter? [Wait for choral response.] Explain to children that even though they look different, uppercase and lowercase letters have the same name.Repeat identifying letter names using the Word Building Cards for Q, q, Y, y, Z, and z.

Letter Sounds Display the jump Sound-Spelling Card. Point to the uppercase letter J. Say: This is the jump Sound-Spelling Card. You know the name for this letter: J. Now let’s say the sound. The sound is /j/. What is the sound? [Wait for choral response.]Point to the lowercase letter j. Say: You know the name for this letter: j. Now let’s say the sound. The sound is /j/. What is the sound? [Wait for choral response.] Remind children that even though they look different, uppercase and lowercase letters make the same sound.Repeat identifying letter sounds for Q and q using the queen Sound-Spelling Card, for Y and y using the yo-yo Sound-Spelling Card, and for Z and Z using the zipper Sound-Spelling Card.



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Letter-Sound Connection Jj, Qq, Yy, Zz


J q Y zj Q y Zq z y jY J Q Z


J q Y zj Q y Zq z y jY J Q Z


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LESSON

17Fluency

32

ReviewPREPARING THE REVIEW• Make two copies of the review for each child.• Write the child’s name and today’s date at the top of each review.

ADMINISTERING THE REVIEW• Administer the review to one child at a time.• Use the first copy and explain to the child that he or she is to read each letter,

and say the letter name. You will circle all the letters read correctly.• Use the second copy and explain to the child that he or she is to read each

letter, and say the sound the letter makes. You will circle all the letter sounds read correctly.

SCORING THE REVIEW• Total the number of letters read correctly for either letter names or letter

sounds.• Use the Percentage Table below to identify a percentage. Children should get

at least 80 percent correct on each reading.• Analyze each child’s errors.• Reteach the letter names or letter sounds for each uppercase or lowercase

letter which the child misses.

Percentage Table49–52 correct 93%–100% 45–48 correct 86%–92% 41–44 correct 78%–85% 37–40 correct 70%–77% 33–36 correct 63%–69%29–32 correct 55%–62%

25–28 correct 47%–54% 21–24 correct 39%–46%17–20 correct 32%–38% 13–16 correct 24%–31% 9–12 correct 16%–23% 5–8 correct 9%–15% 0–4 correct 0%–8%


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Letter-Sound Connection Review

B i D l F p Hk J q L g N zP s R f T w Vc W b U a S yZ n X j Y m oQ e O u M t Kr I h G v E xC d A


LESSON

18Fluency

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Intr oduce Routines: Speed DrillsTEACH/MODELIntroduce Explain that the Speed Drill routine is an effective way for children to improve their speed and accuracy. In this routine, children practice reading a page of words or phrases. Then the teacher times them for one minute and counts the number of words read correctly. Children use this information to set new fluency goals as they practice with the Speed Drill.Review the steps of the routine.1. The teacher distributes copies of a Speed Drill page. Say: I will pass out a page that has words for you to practice reading. This page might have High-Frequency Words, or it might have words with a certain syllable or spelling pattern. Sometimes this page will have phrases, or groups of words.

2. Children practice reading the Speed Drill. Say: You will practice reading all the words on the Speed Drill page. If the page has words with a certain syllable or spelling pattern, you will mark the pattern before you start practicing. If you need help, I will help you.

3. The teacher times children reading. Say: When you are ready to be timed, I will time you for one minute. I will count the number of words you read correctly in one minute.

4. Children chart their progress. Say: You will read and I will time you more than once. This way we can see the progress you are making. We may record your progress on a chart. (See the Progress Chart on page 211.)

Recording Progress It is motivating for children to keep a record of their prog-ress. Show children a copy of the Progress Chart on page 211. Model recording results on this chart. Say: Suppose I read 30 words in a minute the first time the teacher timed me. Then I would put a dot next to 30 on the chart. Suppose I read 40 words the second time and 50 words the third time. I would put a dot next to 40 and 50. Then I would connect all the dots in a line and see how much I am improving.

GUIDED PRACTICEPractice Reproducible Distribute copies of Practice Reproducible FL18. Have children practice reading the words until they are ready to be timed.

APPLYSpeed Drills Once children are ready to be timed, have them read the words aloud to you. Record words read correctly. As an incentive, have children record their progress on the Progress Chart.



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High-Frequency Word Drill: Words 1–20

Pr actice reading the words. Tell your teacher when you are ready to be timed.

a am and an as

ask any are also at

ate all a away always

am back and after at

ask as about and again

about around any another an

ate back all after again

also again are away always

back ask ate another also

another about all away around


LESSON

19Fluency

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Teach High-Frequency

Words 21–40TEACH/MODELHigh-Frequency Word Cards Remind children that there are certain words that they will see a lot when reading. Explain that knowing these words will help them become better readers. Then use the Read/Spell/Write routine to teach High-Frequency Words 21–40.

Display High-Frequency Word Card 21: be.• Read Point to and say the word be. Say: This is the word be. Put the word in context: My friend will be here soon. • Spell The word be is spelled b-e. Spell it with me: b-e. [Review how to decode familiar letter-sounds in the word. Note any sound-spellings that have already been taught.]• Write Write the word be as you say each letter. Follow the same steps to review each of the other words on High-Frequency Word Cards 21–40. Note any sound-spellings that have already been taught.


APPLYSpeed Drills Once children are ready to be timed, have them read the words aloud to you. Record words read correctly. As an incentive, have children record their progress on a chart. (See Progress Chart on page 211.)

High-Frequency Word Cards 21–40

be bring because brown been but before buy best by better call big called black came blue can both carry



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Practice reading the words. Tell your teacher when you are ready to be timed.

big call been bring blue

came be buy best carry

better before called brown because

can black bring by big

both brown but call because

carry better both can best

came blue been been before

buy but by be bring

because better blue came both

black called carry brown best


LESSON

20Fluency

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Words 41–60TEACH/MODELHigh-Frequency Word Cards Remind children that there are certain words they will see a lot when reading. Explain that knowing these words will help them be better readers. Then use the Read/Spell/Write routine to teach High-Frequency Words 41–60.

Display High-Frequency Word Card 41: clean.• Read Point to and say the word clean. Say: This is the word clean. Put the word in context: You clean your hands with soap and water. • Spell The word clean is spelled c-l-e-a-n. Spell it with me: c-l-e-a-n. [Review how to decode familiar letter-sounds in the word. Note any sound-spellings that have already been taught.]• Write Write the word clean as you say each letter. Follow the same steps to review each of the other words on High-Frequency Word Cards 41–60. Note any sound-spellings that have already been taught.




clean done cold don’t come down could draw cut drink day each did eat different eight do even does every



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don’t day cold don’t do

cold every eight could drink

eight does draw down cut

clean clean did different day

come even down each does

eat draw every every done

did do done draw does

eight could each cut every

down eat different drink even

done cold day do could


LESSON

21Fluency

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Words 61–80TEACH/MODELHigh-Frequency Word Cards Remind children that there are certain words that they will see a lot when reading. Explain that knowing these words will help them become better readers. Then use the Read/Spell/Write routine to teach High-Frequency words 61–80.

Display High-Frequency Word Card 61: fall.• Read Point to and say the word fall. Say: This is the word fall. Put the word in context: In autumn, the leaves fall from the trees.

• Spell The word fall is spelled f-a-l-l. Spell it with me: f-a-l-l. [Review how to decode familiar letter-sounds in the word. Note any sound-spellings that have already been taught.]• Write Write the word fall as you say each letter.

Follow the same steps to review each of the other words on High-Frequency Word Cards 61–80. Note any sound-spellings that have already been taught.




fall from far full fast funny find gave first get five give fly go for goes found going four good



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four funny for first give

from fall found full fly

gave from find get far

funny full good fast goes

found go five for find

far first going fall four

good fly goes go found

get give fast gave find

from five for funny good

full going first goes four


LESSON

22Fluency

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Display High-Frequency Word Card 81: got.• Read Point to and say the word got. Say: This is the word got. Put the word in context: I gotgot a new book from the library.

• Spell The word got is spelled g-o-t. Spell it with me: g-o-t.[Review how to decode familiar letter-sounds in the word. Note any sound-spellings that have already been taught.]• Write Write the word got as you say each letter.





got him green his grow hold had hot has how have hurt he I help if her in here into



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had I green he have

help got has her hot

here him grow hold hurt

how his if had in

grow I help here he

into has how got her

his hold have if have

hold got him into hurt

grow how has green here

hot into her if had


LESSON

23Fluency

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Words 101–120TEACH/MODELHigh-Frequency Word Cards Remind children that there are certain words that they will see a lot when reading. Explain that knowing these words will help them become better readers. Then use the Read/Spell/Write routine to teach high-frequency words 101–120.

Display High-Frequency Word Card 101: is.• Read Point to and say the word is. Say: This is the word is. Put the word in context: Soccer isis my favorite sport.

• Spell The word is is spelled i-s. Spell it with me: i-s. [Review how to decode familiar letter-sounds in the word. Note any sound-spellings that have already been taught.]• Write Write the word is as you say each letter. Follow the same steps to review each of the other words on High-Frequency Word Cards 101–120. Note any sound-spellings that have already been taught.




is light it like its little jump live just long keep look kind made know make laugh man let many



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let just kind is live

light light it know made

jump laugh like long man

look make many keep little

man its is jump like

made live look make kind

long keep laugh laugh it

just its light long man

little know let know many

look many keep kind just


LESSON

24Fluency

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Display High-Frequency Word Card 121: may.• Read Point to and say the word may. Say: This is the word may. Put the word in context: MayMay I have a turn on the swings?

• Spell The word may is spelled m-a-y. Spell it with me: m-a-y.[Review how to decode familiar letter-sounds in the word. Note any sound-spellings that have already been taught.]• Write Write the word may as you say each letter.





may no me not more now most number much of must off my old myself on never once new one



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me off never may on

no old more my new

one myself not must number

much of now once most

one must number on of

never no my more new

may now me off old

myself once once new much

one never not may on

more now number off most


LESSON

25Fluency

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Display High-Frequency Word Card 141: only.• Read Point to and say the word only. Say: This is the word only. Put the word in context: There was onlyonly one person on the bus.

• Spell The word only is spelled o-n-l-y. Spell it with me: o-n-l-y.[Review how to decode familiar letter-sounds in the word. Note any sound-spellings that have already been taught.]• Write Write the word only as you say each letter.





only pick open place or play other please our pretty out pull over put own ran part read people red



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or part other only play

ran open pick out over

part place our please people

read read pull own pretty

out or part red only

over please pick play put

other open people read part

pull red pretty place other

own pick only please out

people pull ran out open


LESSON

26Fluency

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Display High-Frequency Word Card 161: ride.• Read Point to and say the word ride. Say: This is the word ride. Put the word in context: My sister and I like to rideride our bikes.

• Spell The word ride is spelled r-i-d-e. Spell it with me: r-i-d-e.[Review how to decode familiar letter-sounds in the word. Note any sound-spellings that have already been taught.]• Write Write the word ride as you say each letter.





ride shall right she round show run sing said sit same six saw sleep say small see so seven some



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run said right see sleep

saw show seven small sit

sing so same ride some

shall round six say she

so saw show small sit

said said round same sleep

some seven sing ride see

small round say shall ride

right six right some show

seven saw see run sleep


LESSON

27Fluency

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Display High-Frequency Word Card 181: soon.• Read Point to and say the word soon. Say: This is the word soon. Put the word in context: Will we watch the movie soonsoon?

• Spell The word soon is spelled s-o-o-n. Spell it with me: s-o-o-n.[Review how to decode familiar letter-sounds in the word. Note any sound-spellings that have already been taught.]• Write Write the word soon as you say each letter.





soon the start their stop them such then take there tell these ten they than things thank think that this



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than such the stop things

them thank this their they

start then think ten that

take start tell soon these

the than these that their

such tell thank start they

there soon take then things

such them think ten tell

stop this thank their such

them these soon things there


LESSON

28Fluency

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Display High-Frequency Word Card 201: those.• Read Point to and say the word those. Say: This is the word those. Put the word in context: ThoseThose turtles are sitting on a rock.

• Spell The word those is spelled t-h-o-s-e. Spell it with me: t-h-o-s-e.[Review how to decode familiar letter-sounds in the word. Note any sound-spellings that have already been taught.]• Write Write the word those as you say each letter.





those under three up through upon time us to use today used together very too walk try want two warm



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time walk under warm three

to through very through us

today walk those up very

too try us together upon

two use three used walk

three to those time today

those under try warm to

want through very up together

today too upon want time

use walk those two used


LESSON

29Fluency

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Display High-Frequency Word Card 221: was.• Read Point to and say the word was. Say: This is the word was. Put the word in context: The gardener waswas planting seeds in the soil.

• Spell The word was is spelled w-a-s. Spell it with me: w-a-s.[Review how to decode familiar letter-sounds in new words. Note any sound-spellings that have already been taught.]• Write Write the word was as you say each letter.





was why wash will water wish way with we word well work went would were write what years when yellow where yes which you white your who



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way went yes which what

yellow we years wash why

were was you well were

water when white will where

word who your wish write

would would with where was

when work who your with

why word yellow went will

way which write well wish

you when white work yes


LESSON

30aFluency

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High-Frequency Phrase Drill: Phrases 1–10

Practice reading the phrases. Tell your teacher when you are ready to be timed.

the people Write it down.

by the water Who will make it?

the people you and I

What will they do? He called me.

What did they say? by the water

you and I What did they say?

He called me. When would you go?

Write it down. We had their dog.

When would you go? What will they do?

Who will make it? We had their dog.

PRACTICE REPRODUCIBLE


LESSON

30b Fluency

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one or two part of the time

Come and get it. no way

a number of people How long are they?

no way This is a good day.

Come and get it. How many words?

more than the other one or two

part of the time Can you see?

This is a good day. a number of people

more than the other How many words?

Can you see? How long are they?



LESSON

31aFluency

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now and then Go find her.

Sit down. not now

I like him. Sit down.

now and then but not me

Look for some people. So there you are.

but not me out of the water

not now a long time

Go find her. I like him.

out of the water Look for some people.

So there you are. a long time



LESSON

31b Fluency

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one more time Have you seen it?

all day long We were here.

Have you seen it? It’s about time.

We were here. We like to write.

Could you go? one more time

into the water the other people

all day long We like to write.

up in the air It’s about time.

into the water Could you go?

the other people up in the air



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LESSON

32aFluency

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each of us She said to go.

He has it. Which way?

She said to go. What are these?

each of us if we were older

It’s no use. He has it.

There was an old man. Which way?

It may fall down. with his mom

if we were older It’s no use.

with his mom It may fall down.

What are these? There was an old man.



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LESSON

32b Fluency


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at your house Then we will go.

an angry cat from my room

Then we will go. Give them to me.

an angry cat May I go first?

Write your name. Now is the time.

from my room Will you be good?

May I go first? It’s been a long time.

Give them to me. at your house

Will you be good? Write your name.

It’s been a long time. Now is the time.



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LESSON

33aFluency

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That dog is big. two of us

This is my cat. Get on the bus.

Did you see it? That dog is big.

When will we go? as big as the first

Get on the bus. two of us

see the water Did you see it?

the first word but not for me

This is my cat. When will we go?

see the water as big as the first

but not for me the first word




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LESSON

33b Fluency

65

Name Date



from here to there more people

Look up. all or some

Did you like it? a long way to go

for some of your people number two

all or some How did they get it?

Go down. Did you like it?

When did they go? for some of your people

from here to there more people

a long way to go How did they get it?

Look up. When did they go?



LESSON

34Fluency


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R eviewPREPARING THE REVIEW• Make one copy of the review for each child.• Write the child’s name and today’s date at the top of the review.

ADMINISTERING THE REVIEW • Administer the review to one child at a time.• Explain to the child that he or she is to read each word. You will circle all the

words read correctly.

SCORING THE REVIEW • Total the number of words read correctly.• Use the Percentage Table below to identify a percentage. Children should get

at least 80 percent correct.• Analyze each child’s errors. Each line of the review represents a different group

of high-frequency words.• Reteach those word groupings in which the child misses more than one word

per line.

Percentage Table54–60 correct 90%–100% 48–53 correct 80%–89% 42–47 correct 70%–79% 36–41 correct 60%–69% 30–35 correct 50%–59%

24–29 correct 40%–49% 18–23 correct 30%–39%12–17 correct 20%–29% 6–11 correct 10%–19% 0–5 correct 0%–9%



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High-Frequency Word Review

Real Words

are any about also again

because before buy better bring

come every different don’t each

good first found goes find

have grow here into hurt

know many little light laugh

new much once of off

people only please read other

said saw right same round

there these soon their thank

walk too through two want

where would which were when


LESSON

35aFluency

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Speed Drill: Short a Words

Single Consonant Sounds Underline the short a in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

am cap man map fan

at bad an cab man

mad sat tap cap ran

mat map bad sat at

an had map am cap

fan mat had cab had

tap mad sat an cab

man cap fan mad bad

cab bad ran am tap

ran tap at had mat



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LESSON

35b Fluency


Name Date

Speed Drill: Short a Words

Blends and Digraphs Underline the short a in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

flat slam flap that clam

crash trap track grab black

fast than flat last plan

that black blank snack crash

snap plan quack slam than

blank track clap fast grab

clam last quack track fast

flap grab trap snap glad

clap snack clam black blank

glad quack last clap snack




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LESSON

36aFluency

Name Date

70

Speed Drill: Short i Words

Single Consonant Sounds Underline the short i in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

pin fill dig zip pick

zip kick win big lip

hill dip rib lid kick

lip miss did fill win

dig pick zip lip rib

did pin dip miss pick

lid big did kick him

big fill hill lid six

rib dig big pin dip

win zip kick pick dig



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LESSON

36b Fluency

71

Name Date

Speed Drill: Short i Words

Blends and Digraphs Underline the short i in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

stick sink twist blink drink

twist brick flip click skill

flip mint gift grill sink

slip gift fling crisp drip

drink grill twin flip fling

drip click skill stick brick

fling still crisp blink grill

blink slick slip still gift

crisp trick click mint slick

twin skill drink trick twist



LESSON

37aFluency

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Speed Drill: Short o Words

Single Consonant Sounds Underline the short o in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

ox dog sock job hot

lock job top fox pop

top fog dog box sock

hot fox pop mom rob

sock not on dog fog

pop lock rob fog mom

ox box job on fox

mom sock not lock job

on top hot not box

rob fog lock dog ox



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LESSON

37b Fluency


Name Date

Speed Drill: Short o Words

Blends and Digraphs Underline the short o in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

chop flop shock blob drop

clock block plot cloth shop

smog pond shop stop block

cloth frog flock clock chop

spot blob stop smog stomp

chomp drop frog shock blob

clog soft smog stomp pond

flock plot flop soft spot

stop shop chomp cloth clock

shock stomp chop pond clog



LESSON

38aFluency

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Speed Drill: Short e Words

Single Consonant Sounds Underline the short e in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

bed men let egg bet

let pen set met men

bet set led hen leg

egg met bed men pet

well pet leg pet beg

led red well red led

leg beg bed let bed

hen egg met set red

beg well pen leg hen

well bet pet pen egg



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LESSON

38b Fluency


Name Date

Speed Drill: Short e Words

Blends and Digraphs Underline the short e in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

lend send tent spend fetch

tent best stretch next smell

next rest end test desk

nest test shed lend dress

send pest next fetch rest

bend stretch rest send tent

end fetch bend nest left

desk dress lend stretch nest

pest dress best left shed

shed smell desk spend bend



LESSON

39aFluency

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Speed Drill: Short u Words

Single Consonant Sounds Underline the short u in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

luck pup puff dull luck

fun sum sun duck nut

hum hug dug fun puff

gull dull cup gull cup

puff dug bug sun hum

nut fun sum hug dull

cup dug gull sum hug

duck sun pup bug sum

bug gull luck cup pup

sun puff hum nut duck



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LESSON

39b Fluency


Name Date

Speed Drill: Short u Words

Blends and Digraphs Underline the short u in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

crumb club duck shut junk

much snug stuck chunk club

truck gruff crumb hush truck

plug skunk snug much stuff

skull hush skunk brush clump

stuff shut slump stuck such

slump stuck skull duck brush

clump junk skunk truck skull

such duck stuff plug chunk

brush chunk gruff slump much



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LESSON

40aFluency

Name Date


Speed Drill: Short Vowels

with Initial Blends

Two-Letter Blends Underline the initial blend in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

grab trap spot snug fluff

drop crop sled plan cluck

plan step trim grab drop

trim stop plan press sled

clip press fluff step snug

fluff cluck step clip stop

sled clip brick grab trick

snug drop stop plot trim

cluck press trap spat crop

spot plan trip clip snug



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LESSON

40b Fluency


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with Initial Blends

Two- and Three-Letter Blends Underline the initial blend in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

scrap splash spring spend swell

strap stress flop strum strand

spend strong script stock strut

strand split stress splash stop

spring strut string strap scrub

script stock split stress struck

flop struck strong stretch strut

string stretch flop scrub split

scrub stop struck script splash

swell strum stock scrap strong



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LESSON

41aFluency

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with Final Blends

Final Blends Underline the final blend in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

ask honk dent best band

raft hint rust end pump

lost best tilt ask soft

end pump lost lost lift

dent lift hint help honk

rust soft help raft best

help band lift pump rust

tilt hint dent best lift

soft ask tilt dent raft

band end ask honk hint



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LESSON

41b Fluency


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with Final Blends

Initial and Final Blends Underline the final blend in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

slump stamp plump slept quilt

plant scent spent blond sprint

blink blank scalp skunk blotch

quest plunk slump blink plant

skunk drink quilt scent quest

scalp sprint stamp slump scent

grunt stomp blank spent plunk

quilt blond skunk sprint grunt

spent blotch plunk stamp blink

plump slept stomp quest drink



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LESSON

42aFluency

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with Digraphs

One-Syllable Words Underline the digraph in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

path rush whisk cloth shed

much shed think shut chop

shut which wish much rush

wish think moth Beth chick

chop moth which when path

when thud shop cloth chat

ship Beth shed wish check

chat chick ship much thud

shop whisk shut think chick

check cloth rush shop whisk



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LESSON

42b Fluency

Practice Reproducible 83

Name Date


with Digraphs

One- and Two-Syllable Words Underline the digraph in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

finish batch polish itch broth

thump kitchen chapter punish batch

broth itch chicken batch chunk

chicken polish thump dolphin finish

whether chunk patch punish thump

children dolphin shelf polish kitchen

shipment shopper whether children itch

chapter shelf children shopper sandwich

patch sandwich dolphin dishes punish

finish dishes chunk shipment broth



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LESSON

43aFluency

Name Date


Speed Drill: Plurals -s, -es

One-Syllable Base Words Underline the plural endings. Then practice reading all the words. Tell your teacher when you are ready to be timed.

lunch lunches map maps egg

eggs bus buses hill hills

pass passes wish wishes hill

hills step steps fox foxes

bus buses egg eggs lunch

lunches sock socks pass passes

wish wishes map maps bus

buses fox foxes egg eggs

step steps wish wishes hill

hills sock socks lunch lunches



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LESSON

43b Fluency

85

Name Date

Speed Drill: Plurals -s, -es

Two-Syllable Base Words Underline the plural endings. Then practice reading all the words. Tell your teacher when you are ready to be timed.

trumpet trumpets baby babies picnic

picnics daisy daisies puppy puppies

kitchen kitchens pocket pockets present

presents lemon lemons contest contests

daisy daisies planet planets trumpet

trumpets present presents baby babies

daisy daisies contest contests kitchen

kitchens picnic picnics lemon lemons

puppy puppies planet planets baby

babies pocket pockets trumpet trumpets



LESSON

44Fluency

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ReviewPREPARING THE REVIEW• Make one copy of the review for each child.• Write the child’s name and today’s date at the top of the review.

ADMINISTERING THE REVIEW • Administer the review to one child at a time.• For the Real Words section, explain to the child that he or she is to read each

word. You will circle all the words read correctly.• For the Nonsense Words section, explain to the child that these words are

made-up words, not real words. The child will sound out each silly word. You will circle all the words read correctly.

SCORING THE REVIEW • For each section of the review, total the number of words read correctly.• Use the Percentage Table below to identify a percentage. Children should get

at least 80 percent correct.• Analyze each child’s errors. Each line of the Real Words portion of the review

represents a different phonics skill.• Reteach those skills in which the child misses more than one word per line.





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Decoding Review

Real Words

at sat map bad fan

pin hill zip did miss

top job mom fox sock

leg set men bed egg

sun luck hum puff bug

drop plan press clip snug

soft rust end lift band

path much wish cloth when

maps steps foxes lunches wishes

Nonsense Words

gat sab kib zek hom

fas lig som vep sim

lum sost blus gade sleck

truff nilt shob moxes whess


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LESSON

45aFluency

Name Date


Speed Drill: Final e Words

One-Syllable Words Underline the final e spelling in each word with a long vowel sound. Then practice reading all the words. Tell your teacher when you are ready to be timed.

mad made slid slide kitkite pin pine rob robebit bite mad made cap

cape hop hope pin pineplan plane tap tape notnote fin fine cut cuteslid slide hop hope hidhide pin pine hat hatenot note kit kite past

paste dim dime plan planetap tape cut cute robrobe hat hate bit bitenot note plan plane cap

cape scrap scrape not noteslid slide hat hate kitkite cut cute bit bitehop hope past paste finfine cap cape tap taperob robe dim dime hidhide scrap scrape plan plane



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LESSON

45b Fluency


Name Date

Speed Drill: Final e Words

Two-Syllable Words Underline the final e syllable in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

erase campfire inside scarecrow mistake

escape baseball classmate sidewalk alone

notebook homework daytime crosswise inside

mistake toothpaste outside handmade classmate

alone rattlesnake alike awake daytime

inside alone scarecrow erase outside

classmate mistake sidewalk escape alike

daytime erase crosswise notebook scarecrow

outside escape handmade mistake sidewalk

alike notebook awake alone crosswise

campfire scarecrow rattlesnake inside handmade

baseball sidewalk toothpaste classmate awake

homework crosswise baseball daytime campfire

toothpaste handmade homework outside baseball

rattlesnake awake campfire alike homework

scarecrow inside erase campfire toothpaste

sidewalk classmate escape baseball rattlesnake

crosswise daytime notebook homework erase

handmade outside mistake toothpaste escape

awake alike alone rattlesnake notebook



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LESSON

46aFluency

Name Date


Speed Drill: Inflectional

Ending -ed

Words Without Spelling Changes Underline the -ed ending in each word in which it appears. Then practice reading all the words. Tell your teacher when you are ready to be timed.

spell spelled pluck plucked crashcrashed lock locked toss tossed

trust trusted kick kicked endended dash dashed press pressedjump jumped hunt hunted miss

missed blink blinked toss tossedpass passed chomp chomped press

pressed pluck plucked spell spelledthank thanked end ended stomp

stomped ask asked jump jumpedblink blinked thank thanked chomp

chomped press pressed miss missedthank thanked lock locked yellyelled stomp stomped jump jumpedkick kicked dash dashed hunt

hunted end ended crash crashedask asked spell spelled trust

trusted yell yelled pass passedpluck plucked lock locked thank

thanked stomp stomped hunt hunted



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LESSON

46b Fluency


Name Date


Ending -ed

Words with Spelling Changes Underline the -ed ending in each word in which it appears. Then practice reading all the words. Tell your teacher when you are ready to be timed.

tag tagged like liked smilesmiled trade traded race racedhope hoped name named clap

clapped tag tagged smile smiledstep stepped slice sliced joke

joked plug plugged trade tradedrob robbed hop hopped pet

petted race raced use usedhope hoped name named skip

skipped beg begged trade tradeduse used like liked drum

drummed step stepped bug buggedplug plugged slice sliced jokejoked drum drummed rob robbedlike liked pet petted hope

hoped drum drummed skip skippedstep stepped bug bugged hop

hopped tag tagged beg beggedsmile smiled hope hoped useused race raced pet petted



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LESSON

47aFluency

Name Date



Ending -ing

Words Without Spelling Changes Underline the -ing ending in each word in which it appears. Then practice reading all the words. Tell your teacher when you are ready to be timed.

stack stacking camp camping spellspelling rest resting stand standing

send sending wink winking knockknocking fuss fussing spell spellingchomp chomping floss flossing pump

pumping drink drinking lend lendingsend sending wink winking fill

filling box boxing duck duckingspell spelling stack stacking camp

camping chomp chomping sting stingingwash washing sting stinging floss

flossing rest resting fill fillingchomp chomping duck ducking pump

pumping stand standing send sendingthump thumping drink drinking flossflossing box boxing wash washing

fuss fussing knock knocking stingstinging rest resting camp camping

stand standing lend lending stackstacking thump thumping wink winking



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LESSON

47b Fluency


Name Date


Ending -ing

Words with Spelling Changes Underline the -ing ending in each word in which it appears. Then practice reading all the words. Tell your teacher when you are ready to be timed.

hope hoping save saving likeliking beg begging bat battingskip skipping like liking step

stepping beg begging trade tradingshake shaking hope hoping skip

skipping bake baking bat battingwrite writing close closing vote

voting write writing slide slidingslide sliding trade trading pet

petting skip skipping stop stoppingzip zipping beg begging shake

shaking vote voting run runningcut cutting trade trading bake

baking slide sliding save savingjoke joking write writing zip

zipping cut cutting step steppinghope hoping stop stopping close

closing pet petting trade tradingsave saving bat batting cut

cutting zip zipping run running



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LESSON

48aFluency

Name Date


Speed Drill: Contractions

Contractions with not Underline the letters in each contraction that form the contraction. Then practice reading all the words. Tell your teacher when you are ready to be timed.

do not don’t is not isn’t did not

didn’t cannot can’t is not isn’t

were not weren’t are not aren’t was not

wasn’t did not didn’t has not hasn’t

would not wouldn’t have not haven’t cannot

can’t did not didn’t should not shouldn’t

would not wouldn’t could not couldn’t is not

isn’t are not aren’t had not hadn’t

should not shouldn’t have not haven’t was not

wasn’t could not couldn’t do not don’t

has not hasn’t had not hadn’t are not

aren’t were not weren’t is not isn’t

cannot can’t do not don’t is not

isn’t was not wasn’t were not weren’t

did not didn’t has not hasn’t would not

wouldn’t do not don’t had not hadn’t

was not wasn’t could not couldn’t have not

haven’t were not weren’t cannot can’t

are not aren’t should not shouldn’t have not

haven’t did not didn’t is not isn’t



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LESSON

48b Fluency


Name Date

Speed Drill: Contractions

Contractions with Forms of be, will, and would Underline the letter or letters in each word pair that are removed to form a contraction. Then practice reading all the words. Tell your teacher when you are ready to be timed.

I am I’m it is it’s I willI’ll he is he’s she is she’s

she will she’ll we are we’re you areyou’re it is it’s I will I’llwe will we’ll I would I’d he would

he’d we are we’re they are they’reyou will you’ll he will he’ll he is

he’s she would she’d they would they’dthey will they’ll we will we’ll we would

we’d she is she’s I am I’myou will you’ll it is it’s they arethey’re he will he’ll you are you’reshe will she’ll they would they’d I am

I’m he would he’d they will they’llyou will you’ll you would you’d we would

we’d we are we’re she is she’sshe would she’d he is he’s I would

I’d you would you’d they will they’llit is it’s she would she’d he willhe’ll you are you’re I will I’ll



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LESSON

49aFluency

Name Date


Speed Drill: Long a Words

One-Syllable Words Underline the long a spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

pay stay faint snail playwait snail pay play baitstay day braid paint fainttray trail paid tray daytrain paint bait gray trailgray hay way Spain trayclay paid wait may paint

Spain gray hay paid claymay wait Spain train waypaint clay may wait payday tray stay hay braidhay braid gray pay snailpaid may braid clay hayway bait train faint paidbraid play paint way maytrail pay snail day staysnail clay play wait Spainbait train tray trail grayfaint way clay bait trainplay Spain trail stay day



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LESSON

49b Fluency


Name Date

Speed Drill: Long a Words

Two-Syllable Words Underline the long a spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

away fainted subway today mailbox

aiming paying trailer aided mayor

Sunday railway Thursday aiming painter

birthday aided brainstorm maybe fainted

trailer today tailor Sunday railway

mailbox mayor braided sprayer paying

maybe Thursday away mailbox today

paying brainstorm birthday subway sprayer

painter Sunday railway brainstorm away

sprayer painter today tailor braided

tailor birthday aided mayor trailer

aided away sprayer aided Thursday

today mailbox paying fainted tailor

braided aiming fainted paying birthday

subway sprayer maybe braided brainstorm

Thursday trailer Sunday railway Sunday

mayor subway mailbox painter aiming

brainstorm tailor aiming Thursday aided

fainted maybe painter birthday subway

railway braided mayor trailer maybe



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LESSON

50aFluency

Name Date


Speed Drill: Long e Words

One-Syllable Words Underline the long e spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

feet be sea real needbe bee feed beet she

seal meet feet sea peachbee reach real meet beachreal beet see bee peameet feet he peach fleareach real seal reach feedsea tree she feed meetbeet pea seed see heflea see beach be sealfeed peach flea pea treeshe he bee tree seatree need peach seed feethe seed beet need beetsee beach be she real

seed reach meet feet reachpea flea need real bee

peach she pea he seedneed seal tree flea see

beach feed reach seal be



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LESSON

50b Fluency


Name Date

Speed Drill: Long e Words

Two-Syllable Words Underline the long e spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

before feeling streamer feasted weekendheated leader seeming streamer sleeping

seedling leaping being cheaper seasickfeeling beeper feasted sleeping peekingbeing heated eastern before seeming

teacher peeking cheaper leader beingeastern seedling seasick dreamer heatedbeeper weekend reader teacher beforeseasick feasted heated seedling leapingleaping cheaper dreamer seeming easternleader eastern sleeping being dreamerreader seeming leaping weekend teacher

dreamer sleeping feeling reader beeperweekend before teacher peeking cheaperfeasted dreamer seedling beeper reader

seeming seasick peeking feeling streamercheaper being leader heated feastedsleeping streamer beeper leaping feelingpeeking reader before seasick leaderstreamer teacher weekend eastern seedling



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LESSON

51aFluency

Name Date


Speed Drill: Long o Words

One-Syllable Words Underline the long o spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

no snow hold goat lowgo loaf soap loan goldso slow snow go loaf

cold colt goat slow soapgrow oak low boat bowlloan coat loaf cold goathold mow gold snow golow grow colt so boat

bowl hold oak grow coldgoat low coat soap mowgold boat bowl low coatno so grow colt oak

coat soap loan hold snowcolt goat no bowl slowloaf go mow gold noslow cold so oak growsoap bowl boat coat holdmow snow slow no sooak loan go loaf coltboat gold cold mow loan



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LESSON

51b Fluency


Name Date

Speed Drill: Long o Words

Two-Syllable Words Underline the long o spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

yellow roasted croaking floating windowloading shallow jolted roadway toastingoatmeal shadow loading pillow shallowcroaking oldest floating window oatmealsoapsuds oatmeal yellow oldest folded

pillow soapsuds going shadow roadwayjolted toasting sparrow oatmeal rowboatoldest croaking roasted jolted goingprofile loading rowboat toasting sparrow

rowboat jolted profile shallow oldestroasted roadway pillow folded floatingsparrow yellow window croaking profiletoasting floating shadow roasted soapsudswindow going oatmeal rowboat yellowroadway folded oldest loading joltedshadow pillow shallow going croakinggoing sparrow folded yellow shadowfolded rowboat soapsuds sparrow pillow

shallow window roadway profile loadingfloating profile toasting soapsuds roasted



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LESSON

52aFluency

Name Date


Speed Drill: Long i Words

One-Syllable Words Underline the long i spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

by sky why kind mindtry shy find wild child

child fly night mild slynight dry mild by cryshy high kind fly mild

mind by spy child climbmild my try find shywhy climb sly spy highby sky mind shy wilddry try sky climb findspy night my kind why

climb mild dry cry myhigh mind child why skysly cry climb high trymy why by night kindsky kind high sly flyfind sly shy my childcry find wild try drywild spy fly dry kindfly wild cry mind night



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LESSON

52b Fluency


Name Date

Speed Drill: Long i Words

Two-Syllable Words Underline the long i spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

winding lightning typing blinders highwaygrinder tiger minding binder myselftyping kindest fighter sighting frightentiger highway frying grinder trying

lightning typing blinders drying windinghighway frighten twilight tighten fryingminding grinder trying kindest sightingblinders brightest myself tiger twilightfrighten minding binder frying lightningkindest winding tighten brightest fighterdrying twilight sighting highway typingmyself trying lightning frighten tighten

brightest tighten kindest winding bindertwilight myself tiger minding dryingfighter sighting grinder twilight kindestbinder blinders highway typing mindingtrying drying brightest lightning tigertighten frying winding myself blinderssighting fighter drying fighter grinderfrying binder frighten trying brightest



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LESSON

53aFluency

Name Date


Speed Drill: Long u Words

One-Syllable Words Underline the long u spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

cube cure mule cute curemule fumes cue cube cutecure few fumes cube cuecute huge cute mule fumeshuge mute mute huge fumecute use fuse used mulehuge mule use use fusecute use huge fuse muteused cue cube cute usecue huge fume few fuelfew used fuel huge mulecute mule use cure fuseuse cue cured fuse cube

fume fuse used mule curedcue fumes mute fume mulefuel cured cute cured usefuse fume use mute cube

cured fuel cure cue hugemute cute few fumes usedfumes mute cured fuel few



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LESSON

53b Fluency

105

Name Date

Speed Drill: Long u Words

Two- and Three-Syllable Words Underline the long u spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

future useful volume amuse universecomputer confuse refuse united unitefueling amuse cucumber computer reviewuseful uniform unicorn argue refusingcutest computer unite future confuse

unicorn music perfume review refuseunited review universe fueling argue

uniform fueling argue confuse futureuniverse united refusing volume useful

music refuse cutest perfume amuseargue future amuse cucumber unitedreview unite confuse useful volumeamuse unicorn music uniform perfumeconfuse perfume computer universe cucumberrefuse argue review cutest musicunite volume useful refusing unicorn

refusing cucumber fueling refuse computerperfume universe united unicorn uniform

cucumber cutest future unite fuelingvolume refusing uniform music cutest



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LESSON

54aFluency

Name Date


Speed Drill: Endings -er, -est

Base Words and Endings Underline the -er and -est endings. Then practice reading all the words. Tell your teacher when you are ready to be timed.

cold colder slow slower talltaller cold coldest old olderlong longer slow slowest cold

coldest bright brighter plain plainerhigh higher tall tallest neat

neater tight tighter quick quickerlong longest fast faster kind

kinder high highest old oldeststrong stronger fast fastest neatneatest cheap cheaper slow slowerplain plainest quick quickest tighttighter old older kind kindeststrong strongest neat neater cheap

cheapest tight tightest cold colderlong longer tall taller bright

brightest high higher slow slowestfast fastest old oldest cheap

cheaper quick quickest plain plainestbright brightest strong stronger kindkindest tight tightest long longest



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LESSON

54b Fluency

107

Name Date

Speed Drill: Endings -er, -est

Endings -er and -est with Spelling Changes Underline the -er and -est endings. Then practice reading all the words. Tell your teacher when you are ready to be timed.

fluffy fluffier pale paler messymessier hot hotter pale palestfluffy fluffiest happy happier flatflatter slimy slimier flat flattestthin thinner cute cuter happy

happiest lazy lazier hot hottestfluffy fluffiest nice nicer mad

madder brave braver funny funniercute cutest flat flatter silly

sillier slimy slimiest lazy laziestbrave bravest happy happier palepaler silly silliest messy messiestnice nicer thin thinnest funny

funniest lazy lazier cute cutermad maddest hot hotter sillysillier brave braver messy messiestmad maddest fluffy fluffier flat

flattest nice nicest pale palestthin thinnest funny funnier slimy

slimier happy happiest hot hottest



LESSON

55Fluency


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Decoding Review

Real Words

made pine cute paste

locked crashed ended trusted

resting camping stinging boxing

don’t can’t haven’t wasn’t

way wait clay braid

be flea meet real

go bowl hold soap

cry find sly kind

few cube used cure

taller longest colder quickest

Nonsense Words

kane pute mo smait

mipped wabed basn’t dutting

slea gew brigh sny

gowl srute steen blasser


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LESSON

56aFluency

Name Date


Speed Drill: Compound Words

Two-Syllable Words Put a slash ( / ) between the two words that make up each compound word. Then practice reading the words. Tell your teacher when you are ready to be timed.

sunrise hilltop firefly drumstick peanut

bathtub pinecone mailbox seaweed sunshine

firefly rainbow peanut backpack flagpole

hilltop goldfish bathtub cupcake handshake

rainbow sunrise beanbag hilltop backseat

backpack peanut drumstick backseat seaweed

mailbox cupcake sunshine rainbow drumstick

beanbag firefly flagpole tugboat beehive

goldfish handshake backpack sunshine bathtub

pinecone backseat sunrise handshake cupcake

tugboat seaweed backseat beanbag firefly

peanut mailbox cupcake beehive pinecone

handshake bathtub hilltop goldfish backpack

drumstick sunshine pinecone flagpole tugboat

flagpole beehive goldfish bathtub sunrise

cupcake tugboat rainbow peanut mailbox

sunshine drumstick beehive pinecone beanbag

seaweed backpack handshake firefly goldfish

beehive beanbag seaweed mailbox hilltop

backseat flagpole tugboat sunrise rainbow



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LESSON

56b Fluency


Speed Drill: Compound Words

Three-Syllable Words Put a slash ( / ) between the two words that make up each compound word. Then practice reading the words. Tell your teacher when you are ready to be timed.

grasshopper overnight summertime grandfather jellyfish

dragonfly pillowcase newspaper shopkeeper wallpaper

summertime sunflower dragonfly grandmother stepladder

jellyfish stepladder underpass grasshopper handwriting

pillowcase grandfather tablespoon thunderstorm fingerprint

newspaper shopkeeper wintertime wallpaper fingernail

stepladder grasshopper handwriting sunflower pillowcase

sunflower fingerprint grandmother tablespoon underpass

grandfather newspaper fingernail stepladder wintertime

wallpaper summertime fingerprint overnight grasshopper

overnight grandmother jellyfish underpass newspaper

fingerprint dragonfly shopkeeper pillowcase grandmother

shopkeeper underpass overnight wintertime thunderstorm

tablespoon wallpaper sunflower summertime grandfather

handwriting jellyfish thunderstorm newspaper shopkeeper

wintertime fingernail grandfather dragonfly overnight

grandmother thunderstorm pillowcase handwriting summertime

underpass tablespoon wallpaper fingernail dragonfly

thunderstorm wintertime stepladder jellyfish tablespoon

fingernail handwriting grasshopper fingerprint sunflower


Name Date


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LESSON

57aFluency

Name Date


Speed Drill: Abbreviations

Titles, Days of the Week, Months of the Year Underline the abbreviation for each complete word. Then practice reading all the words. Tell your teacher when you are ready to be timed.

Mr. Mister Dr. Doctor Mon.

Monday Dr. Doctor Sat. Saturday

Feb. February Nov. November Mr.

Mister Thurs. Thursday Jan. January

Tues. Tuesday Sun. Sunday Nov.

November Dec. December Dr. Doctor

Sat. Saturday Aug. August Fri.

Friday Wed. Wednesday Mon. Monday

Apr. April Dec. December Mar.

March Fri. Friday Sept. September

Mr. Mister Tues. Tuesday Oct.

October Fri. Friday Mar. March

Jan. January Sept. September Sun.

Sunday Aug. August Wed. Wednesday

Apr. April Oct. October Thurs.

Thursday Mr. Mister Feb. February

Dec. December Mar. March Mon.

Monday Sat. Saturday Jan. January

Tues. Tuesday Dr. Doctor Nov.

November Thurs. Thursday Oct. October



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LESSON

57b Fluency

Name Date


Speed Drill: Abbreviations

States and Measurements Underline each abbreviation. Then practice reading all the words. Tell your teacher when you are ready to be timed.

CA California NY New York KS

Kansas in. inch pt. pint

ME Maine yd. yard mi.

mile TX Texas tsp. teaspoon

in. inch CA California TX

Texas tbsp. tablespoon KS Kansas

ft. foot VA Virginia OH

Ohio ft. foot ME Maine

MT Montana pt. pint yd.

yard tbsp. tablespoon OH Ohio

VA Virginia NY New York mi.

mile tsp. teaspoon mi. mile

CA California ft. foot KS

Kansas ME Maine tsp. teaspoon

MT Montana in. inch tbsp.

tablespoon TX Texas pt. pint

yd. yard NY New York VA

Virginia CA California pt. pint

mi. mile in. inch OH

Ohio tbsp. tablespoon ft. foot



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LESSON

58aFluency

Name Date


Speed Drill: Irregular Plurals

Words Ending in f, fe Underline the plural endings. Then practice reading all the words. Tell your teacher when you are ready to be timed.

loaf loaves shelf shelves wife

wives thief thieves leaf leaves

half halves leaf leaves half

halves shelf shelves life lives

wife wives calf calves thief

thieves life lives calf calves

loaf loaves wolf wolves shelf

shelves thief thieves half halves

elf elves wolf wolves knife

knives loaf loaves wolf wolves

thief thieves elf elves wife

wives life lives shelf shelves

shelf shelves life lives wolf

wolves calf calves leaf leaves

elf elves knife knives half

halves life lives loaf loaves

calf calves wife wives knife

knives elf elves leaf leaves

calf calves thief thieves half

halves leaf leaves knife knives



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LESSON

58b Fluency

Name Date


Speed Drill: Irregular Plurals

Other Irregular Plurals Underline the plural endings or spelling changes in the words in which they appear. Then practice reading all the words. Tell your teacher when you are ready to be timed.

ox oxen man men childchildren man men goose geese

tooth teeth child children oxoxen tooth teeth woman womenfoot feet goose geese mousemice ox oxen child childrenman men goose geese mousemice sheep sheep foot feetdeer deer woman women manmen tooth teeth ox oxengoose geese sheep sheep mousemice goose geese deer deerman men woman women footfeet sheep sheep ox oxen

goose geese woman women deerdeer child children ox oxen

mouse mice sheep sheep footfeet tooth teeth woman women

tooth teeth child children deerdeer mouse mice ox oxen



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LESSON

59aFluency

Name Date


Speed Drill: r-Controlled

Vowels er, ir, ur

One-Syllable Words Underline the vowel + r spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

fir bird her birth dirtfur dirt curb curl clerkher birth girl turn herdbird curb herd dirt sirturn fern germ term burnherd fur verb clerk germdirt term birth fur fernfir verb burn sir first

term her sir curb firburn girl dirt bird termfern herd curl her turngirl fir curb burn hurtsir turn fern verb birth

curl first fur herd verbbirth clerk term first herverb hurt bird girl curlfirst burn turn fir furhurt sir clerk germ birdgerm curl hurt fern girlclerk germ first hurt curb



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LESSON

59b Fluency

Name Date



Vowels er, ir, urTwo-Syllable Words Underline the vowel + r spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

purple circle birthday person winterThursday turtle over twirling gurgle

circle lurking sunburn salesclerk Thursdaythirsty birthday winter circle suburb

sunburn gurgle purple ever lurkingsalesclerk after perfect turtle circuslurking sunburn thirsty suburb aftergurgle Thursday under over underturtle circus person lurking perfect

birthday purple salesclerk after twirlingcircus person gurgle winter thirstyafter over ever circus purple

person winter Thursday under everunder thirsty turtle sunburn personover perfect circle birthday salesclerk

winter under suburb gurgle overperfect twirling after thirsty turtlesuburb ever lurking purple sunburntwirling suburb circus perfect circle

ever salesclerk twirling Thursday birthday



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LESSON

60aFluency

Name Date



Vowel arOne-Syllable Words Underline the ar spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

far yard art dart startstart dart hard far armcart yard yarn cart yardbarn park art card parkfarm jar star hard jarpark bark barn dark yarncard cart sharp star artbark farm dark shark farmsharp shark card mark harddark art park jar barnjar hard dart bark far

shark barn farm start markdart start far yarn darkmark arm bark park sharphard sharp mark farm starfar card cart yard dart

start yarn shark arm cardstar mark jar barn sharkyarn dark arm sharp cartarm star yard art bark



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LESSON

60b Fluency

Name Date



Vowel ar

Two-Syllable Words Underline the ar spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

artist cartwheel parting barber marchinggarden apartment sharpen cardboard market

farmer guarding barnyard harbor cartwheel

marching smarter skylark larger apartment

market started charter parted guarding

parting artist barber market smarter

sharpen garden cardboard marching started

barnyard farmer harbor garden barber

skylark marching larger artist cardboard

charter market parted farmer harbor

cartwheel barber smarter parting larger

apartment cardboard guarding sharpen parted

guarding harbor apartment barnyard parting

smarter larger cartwheel skylark sharpen

started parted artist charter barnyard

barber parting started cartwheel skylark

cardboard sharpen garden apartment charter

harbor barnyard farmer guarding artist

larger skylark marching smarter garden

parted charter market started farmer



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LESSON

61aFluency

Name Date


Speed Drill: r-Controlled Vowel or

One-Syllable Words Underline the or spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

born horn torch sport formporch pork fort cord stormstork corn storm porch torchpork stork born fort hornsport form pork port forktorch porch horn cork cordshort north fork worn swordhorn sword sport pork storkform worn short north fortstorm snort porch form worncorn cord port sword shortfork born cord torch northport cork stork storm pork

north torch snort corn corksnort storm short born sportsnort sport form fork porchworn sword corn horn portcork fort worn snort bornfort port short stork corncord fork north sword cork



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LESSON

61b Fluency

Name Date


Speed Drill: r-Controlled Vowel or

Two-Syllable Words Underline the or spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

forget thorny fortune support affordstory popcorn forest corncob formatafford corner story northern fortressthorny support forget corner horrorfortress story stormy sorting morningcorner fortune report reform stormy

morning glory corncob format storysupport afford fortress horror gloryfortune forget reform stormy reportpopcorn northern support report fortune

glory forest morning afford thornynorthern fortress glory popcorn corncob

forest report corner story sortingcorncob reform thorny morning northernstormy sorting horror fortune reformreport corncob format forget supportreform morning popcorn fortress cornersorting format afford forest popcornhorror stormy sorting glory forgetformat horror northern thorny forest



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LESSON

62aFluency

Name Date


Speed Drill: Diphthongs ou, ow

One-Syllable Words Underline the ou or ow spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

town brown how clown foundsound ouch scout loud nowbrown pound crowd down townfound sound cloud round crowdsouth count town now cowpound loud down how owlcount crowd clown cloud browncloud town cow scout howouch south found south roundloud scout ouch sound down

round cloud growl count poundscout down loud found growlcow clown brown crowd ouch

crowd how south owl soundclown now round pound loudgrowl owl sound town countdown round owl ouch southhow found now cow scoutowl growl pound brown cloudnow cow count growl clown



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LESSON

62b Fluency

Name Date


Speed Drill: Diphthongs ou, ow

Two-Syllable Words Underline the ou or ow spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

flower power crowned crowded allowed

about shouting however pounded mountain

countdown downtown playground allowed sundown

counter proudest thousand crowned power

outside amount uptown however shouting

power flower crowded playground downtown

shouting about pounded thousand proudest

downtown countdown mountain uptown amount

proudest counter sundown power crowned

amount outside flower shouting however

crowned allowed about downtown playground

however crowded countdown proudest thousand

playground mountain counter amount uptown

thousand pounded outside flower crowded

uptown sundown power about pounded

allowed crowned shouting countdown flower

crowded however downtown counter about

mountain playground proudest outside countdown

pounded thousand amount sundown counter

sundown uptown allowed mountain outside



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LESSON

63aFluency

Name Date


Speed Drill: Diphthongs oi, oy

One-Syllable Words Underline the oi or oy spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed .

joy coil join toy soilfoil spoil joint point choicetoy voice foil boy noisecoin Roy oil hoist moistcoil noise joy coin oilRoy join soil voice spoilhoist joy broil coil broilspoil joint moist soil boilboy broil boil Roy point

choice foil toy joy voicesoil point hoist choice Royoil coin boy joint join

voice soil spoil foil boynoise toy choice noise hoistjoint moist coil moist coinpoint boy voice oil foilbroil hoist noise spoil toymoist boil Roy join coiljoin oil coin boil joyboil choice point broil joint



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LESSON

63b Fluency

Name Date


Speed Drill: Diphthongs oi, oy

Two-Syllable Words Underline the oi or oy spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

appoint enjoy pointer uncoil enjoycowboy poison loyal oyster destroypointer uncoil employ annoy oilyenjoy loyal oyster poison annoyavoid joyful decoy voyage appointpoison cowboy annoy pointing moistureloyal oily avoid joyful voyagedecoy pointer tinfoil soybean oysterjoyful soybean voyage enjoy cowboy

pointing decoy uncoil appoint poisonoily avoid cowboy moisture tinfoil

soybean moisture pointing employ avoiduncoil oyster destroy decoy pointerdestroy pointing joyful oily uncoiltinfoil appoint moisture loyal employ

moisture voyage enjoy avoid soybeanemploy annoy poison tinfoil joyfuloyster destroy soybean pointer decoyvoyage tinfoil appoint destroy pointingannoy employ oily cowboy loyal



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LESSON

64aFluency

Name Date


Speed Drill: Variant

Vowels oo, oo

One-Syllable Words Underline the oo spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

wood cook boot shook goodhood brook book spoon footgood hood moon tooth lookhook shook wood noon spoonbook hoot zoo good toocook look noon look rootbrook zoo foot hook hootlook wood brook too boot

shook good root scoot zoofoot boot too moon toothboot scoot spoon zoo bookhoot hook good cook scootroot moon shook hood noonscoot tooth hook book cookzoo root scoot brook moontoo book cook foot wood

tooth spoon hood root hoodmoon noon hoot wood shooknoon foot look boot hookspoon too tooth hoot brook



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LESSON

64b Fluency

Name Date

127

Speed Drill: Variant

Vowels oo, oo

Two- and Three-Syllable Words Underline the oo spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

sooner goodness drooping outlook crooked

cookbook gloomy bedroom soothing mushroom

crooked drooping mushroom moonlight bedroom

footstep schoolroom noontime cookbook soothing

goodness sooner gloomy foolish footstep

noontime cartoon crooked bedroom drooping

spoonful soothing cookbook woodwork broomstick

foolish broomstick outlook grooming sooner

schoolroom spoonful woodwork drooping noontime

cartoon outlook moonlight mushroom goodness

broomstick bedroom cartoon schoolroom moonlight

soothing foolish goodness sooner gloomy

mushroom noontime grooming broomstick foolish

gloomy woodwork soothing crooked cartoon

grooming cookbook schoolroom spoonful woodwork

bedroom mushroom footstep cartoon outlook

woodwork moonlight sooner goodness grooming

drooping footstep foolish gloomy spoonful

moonlight grooming broomstick noontime cookbook

outlook crooked spoonful footstep schoolroom




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LESSON

65aFluency


Speed Drill: Variant Vowel /ô/

Spelled aw, au, and a

One-Syllable Words Underline the aw, au, or a spelling in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

fall pause salt cause faultball law chalk launch fall

small launch halt crawl chalkmalt pause ball hall talkhalt draw law fall drawhall fault launch cause walksalt ball pause law halttalk malt hall all mallall chalk walk small jaw

mall halt cause salt crawlpause small fall malt balllaunch walk talk mall lawcause salt jaw halt pausewalk all draw launch faultjaw hall crawl ball alllaw mall small draw salt

crawl talk fault chalk hallfault fall mall walk smalldraw jaw malt talk maltchalk crawl all jaw cause



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LESSON

65b Fluency

Name Date


Speed Drill: Variant Vowel /ô/

Spelled aw, au, and a

Two-Syllable Words Underline the aw, au, or a spelling in each word. Then practice reading all the words. Tell your teacher when you are ready to be timed.

author because drawer lawful laundry

football August autumn ballgame yawning

because lawful chalkboard sawdust haunted

autumn yawning walker football hallway

August author awful drawer waterfall

yawning hallway faucet laundry ballgame

laundry balding because August sawdust

haunted walker hallway haunted awful

drawer autumn sawdust author faucet

lawful football beanstalk chalkboard balding

sawdust faucet haunted because walker

balding waterfall laundry hallway drawer

ballgame chalkboard football awful beanstalk

hallway drawer yawning faucet August

walker ballgame lawful balding author

faucet beanstalk August walker chalkboard

awful sawdust waterfall autumn laundry

waterfall haunted balding beanstalk lawful

beanstalk awful author waterfall autumn

chalkboard because ballgame yawning football



LESSON

66Fluency


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ADMINISTERING THE REVIEW• Administer the review to one child at a time.• For the Real Words section, explain to the child that he or she is to read each



SCORING THE REVIEW• For each section of the review, total the number of words read correctly.• Use the Percentage Table below to identify a percentage. Children should get








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Decoding Review

Real Words

sunrise backpack pinecone hilltop goldfish

Mr. Sat. Dec. Dr. Tues.

wives leaves elves shelves thieves

fur germ bird chirp surf

jar dart yard farm sharp

fort worn porch storm sword

loud cloud growl south found

joy soil joint broil choice

too cook spoon shook tooth

jaw draw small chalk fault

Nonsense Words

flunmack sibbest Sk. ster nelves

glarn Ped. blirp seaves sharn

roop florm mowb blaw snoy

unlof stort stook touth monot


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LESSON

67aFluency

Name Date


Name Date


Speed Drill: Prefixes un- and re-

Two-Syllable Words Underline the prefix un- or re- at the beginning of each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

unsafe unlock replace reclaim unclear

return retell refresh unfair relive

reclaim undo untie reform unpack

untie reform unsafe unclear redo

relive return unpack refresh untie

undo replace unfair unwind retell

unlock redo reclaim unplug return

replay relive unclear redo unkind

unplug unsafe unwind return undo

redo untie reform unfold reform

replace unwind replay relive unlock

unfold unplug undo unkind refresh

unwind refresh return replay unfair

reform unfold unkind replace unsafe

unkind reclaim unlock retell unplug

unclear unpack relive untie unwind

refresh unfair unplug unpack replace

unfair unclear redo unsafe reclaim

unpack replay retell undo unfold

retell unkind unfold unlock replay


LESSON

67b Fluency

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Name Date


Speed Drill: Prefixes un- and re-

Three-Syllable Words Underline the prefix un- or re- at the beginning of each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

untidy returning unwilling reconnect recopyunhappy retelling undoing regaining unsettledreliving unselfish unhappy unfasten uncover

unsettled recapture returning unselfish untangleregaining unwilling rebuilding untidy reconnectrecounted undoing regaining unsettled returninguntangle reliving unequal uncover unselfishunwilling recopy retelling repainting unequalrecapture untangle untidy returning recountedrebuilding unsettled unselfish recopy regainingundoing repainting recapture unequal relivingrecopy unhappy recounted unwilling rebuilding

unselfish regaining reliving undoing retellingrepainting uncover repainting unhappy recaptureunequal rebuilding unfasten untangle undoingretelling reconnect unsettled recounted unwillinguncover untidy reconnect recapture unfasten

returning unequal recopy retelling unhappyreconnect unfasten untangle rebuilding untidyunfasten recounted uncover reliving repainting


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LESSON

68aFluency

Name Date


Name Date


Speed Drill: Suffixes -er, -or, and -ly

Two-Syllable Words Underline the suffix -er, -or, or -ly at the end of each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

slowly singer boxer sailor teacherbuyer player kindly teacher sadlysailor dryer quickly actor playersinger boxer slowly painter firmlydryer actor mainly reader quicklykindly sailor trailer singer safelywasher mainly player firmly paintertrailer quickly sadly mainly slowlymainly kindly buyer safely sailorboxer reader singer quickly waiter actor slowly firmly player readerwaiter painter washer boxer buyerfirmly buyer teacher dryer mainlyquickly safely waiter trailer kindlyplayer washer reader slowly boxerpainter sadly sailor waiter dryerreader trailer painter washer singersafely teacher actor sadly washer

teacher firmly dryer buyer trailersadly waiter safely kindly actor


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LESSON

68b Fluency

Name Date



Speed Drill: Suffixes -er, -or, and -ly

Multi-Syllable Words Underline the suffix -er, -or, or -ly at the end of each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

supporter suddenly instructor cleverly traveler

projector honestly foolishly defender daydreamer

cleverly protector properly instructor inventor

inspector traveler projector politely foolishly

protector supporter honestly commander inspector

foolishly properly cleverly suddenly politely

defender projector traveler inventor bookkeeper

honestly inspector beekeeper daydreamer instructor

daydreamer conductor inspector performer cleverly

suddenly foolishly inventor properly conductor

bookkeeper instructor supporter conductor projector

conductor commander politely protector performer

properly inventor performer honestly defender

commander cleverly suddenly beekeeper supporter

instructor daydreamer bookkeeper traveler properly

politely beekeeper conductor foolishly suddenly

performer defender protector projector honestly

defender bookkeeper commander bookkeeper beekeeper

inventor politely daydreamer inspector protector

beekeeper performer traveler supporter commander


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LESSON

69aFluency

Name Date Name Date



Speed Drill: Closed Syllables

Two-Syllable Words Underline the first syllable in each word. This is a closed syllable, which ends in a consonant and has the short vowel sound. Then practice reading the words. Tell your teacher when you are ready to be timed.

rabbit dentist basket snapshot weddingpumpkin sunset dollar dentist bucket

pencil snapshot bucket finish footballdentist tunnel tractor airplane sunsetbasket rabbit pencil finger pumpkinsunset finish football basket fingerdollar airplane pumpkin pencil classroom

snapshot finger airplane tunnel riddlebucket classroom market tractor candletunnel pencil riddle football snapshotfinish basket snapshot wedding tunneltractor bucket dentist candle finish

airplane market sunset riddle pencilfootball pumpkin classroom dollar marketfinger riddle candle classroom tractor

classroom candle wedding bucket basketmarket wedding finger rabbit dollarriddle football rabbit sunset airplanecandle tractor finish market dentist

wedding dollar tunnel pumpkin rabbit


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LESSON

69b Fluency

Name Date



Speed Drill: Closed Syllables

Multi-Syllable Words Draw lines to divide each word into syllables. Then practice reading the words. Remember that closed syllables have short vowel sounds. Tell your teacher when you are ready to be timed.

border grasshopper grandmother gobble hidden

surprise popcorn mitten breakfast rectangle

grandmother fourteen September hammer surprise

hidden breakfast border afternoon friendship

popcorn surprise hammer friendship raindrop

mitten friendship fourteen grasshopper afternoon

September grandmother problem problem breakfast

raindrop afternoon surprise daydream fourteen

breakfast mitten popcorn dinner grandmother

rectangle hidden manner border daydream

gobble dinner grasshopper manner mitten

fourteen hammer dinner raindrop popcorn

problem manner breakfast surprise hammer

friendship problem hidden September border

daydream gobble afternoon fourteen dinner

manner September raindrop rectangle problem

afternoon raindrop gobble hidden grasshopper

dinner rectangle daydream popcorn September

hammer daydream friendship mitten manner

grasshopper border rectangle grandmother gobble


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LESSON

70aFluency

Name Date


Name Date


Speed Drill: Open Syllables

Two-Syllable Words Underline the open syllable in each word. The open syllable ends in a vowel and has the long vowel sound. Then practice reading the words. Tell your teacher when you are ready to be timed.

tiger music basic spoken minusdryer equal donut magic laborflying basic spider tiger metalpaper donut minus dryer watertotal spider labor flying even

music lazy metal paper navyequal tiger water total naturebasic dryer even lazy spokendonut flying navy equal magicspider paper nature basic lazylazy total spoken donut music

minus navy magic spider equallabor nature lazy music basicmetal spoken tiger minus donutwater magic dryer labor spidereven minus flying metal dryernavy labor paper water flying

nature metal total even paperspoken water music navy totalmagic even equal nature tiger


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LESSON

70b Fluency

Name Date



Speed Drill: Open Syllables

Multi-Syllable Words Draw lines to divide each word into syllables. Then practice reading the words. Remember that open syllables have a long vowel sound. Tell your teacher when you are ready to be timed.

remember secret maybe ocean apronlady zebra because secret crazy

station maybe triangle recycle babyapron because tomato remember secretcrazy triangle recycle lady zebrababy over potato station maybesecret remember tiny apron becausezebra lady item crazy triangle

maybe station hero baby tomatobecause apron notice tomato tinytriangle crazy over zebra item

tiny baby ocean maybe heroitem ocean remember because noticehero tomato lady triangle over

notice recycle station potato oceanover potato apron tiny recycle

ocean tiny crazy item potatosecret item baby hero rememberrecycle hero secret notice ladypotato notice zebra over station


LESSON

71aFluency

Name Date


Name Date

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Speed Drill: Consonant + le

Syllables

Two-Syllable Words Underline the consonant + le syllable in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

bubble jingle middle candle rattlecable maple noodle eagle riddle

candle middle paddle handle simpleeagle noodle pickle horrible struggle

handle paddle rattle jingle tablehorrible pickle riddle maple terriblejingle bubble simple middle troublemaple cable struggle noodle turtlemiddle candle table paddle bubblenoodle eagle terrible pickle cablepaddle handle trouble rattle candlepickle horrible turtle riddle eaglerattle struggle bubble simple handleriddle table cable struggle horriblesimple terrible candle table jingle

struggle trouble eagle terrible mapletable turtle handle trouble middle

terrible rattle horrible turtle noodletrouble riddle jingle bubble paddleturtle simple maple cable pickle


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LESSON

71b Fluency

Name Date



Speed Drill: Consonant + le

Syllables

Multi-Syllable Words Underline the consonant + le syllable in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

apple example circle rectangle recyclebeetle battle example recycle gobblebicycle little battle gobble ticklebottle nuzzle little tickle trianglecackle purple nuzzle apple uncle

chuckle rattle purple beetle vegetablecircle rectangle rattle bicycle purple

example apple rectangle bottle rattlebattle beetle recycle cackle rectanglelittle bicycle gobble chuckle apple

nuzzle bottle tickle circle beetlepurple cackle triangle example bicyclerattle chuckle uncle battle bottle

rectangle circle vegetable little cacklerecycle vegetable apple uncle chucklegobble uncle beetle triangle circletickle triangle bicycle vegetable example

triangle tickle bottle nuzzle battleuncle gobble cackle purple little

vegetable recycle chuckle rattle nuzzle


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LESSON

72aFluency

Name Date


Name Date


Speed Drill: Vowel Team SyllablesOne Vowel-Team Syllable Draw a line to divide each word into syllables. Next, underline the vowel team in each word. The vowel team appears in the same syllable. Then practice reading the words. Tell your teacher when you are ready to be timed. Note: Some vowel teams contain a consonant acting as a vowel (for example, ow as in how or ay as in way).

money drawing around waited spoonful

speaker monkey troublemaker spoonful waited

waited floating touching dairy around

spoonful between remain foolish troublemaker

dairy fearful rooster squirrel touching

foolish outside keyboard roadbed remain

drawing money drawing rooster drawing

monkey speaker monkey keyboard monkey

floating waited floating around floating

between spoonful between troublemaker between

fearful dairy fearful touching fearful

outside foolish outside remain outside

around squirrel money drawing squirrel

troublemaker roadbed speaker monkey roadbed

touching rooster waited floating rooster

remain keyboard spoonful between keyboard

squirrel around dairy fearful squirrel

roadbed troublemaker foolish outside roadbed

rooster touching squirrel money speaker

keyboard remain roadbed speaker money


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LESSON

72b Fluency

Name Date



Speed Drill: Vowel Team SyllablesTwo Vowel-Team Syllables Draw a line to divide each word into syllables. Next, underline the vowel teams in each word. Then practice reading the words. Tell your teacher when you are ready to be timed. Note: Some vowel teams contain a consonant acting as a vowel (for example, ow as in how or ay as in way).

seesaw mailbox playground seashell handoutfootstool seashell breakfast mailbox cookbook

downstairs schoolwork eighteen rainbow outdoorsbowtie rainbow peacock schoolwork moonbeam

downtown seesaw rainbow downstairs rainbowseaweed footstool moonbeam bowtie schoolworkoatmeal downstairs downtown moonlight seashell

moonlight bowtie seaweed oatmeal mailboxplayground moonbeam seesaw outdoors peacockbreakfast outdoors footstool moonbeam eighteeneighteen cookbook downstairs handout breakfastpeacock handout bowtie cookbook playgroundmailbox downtown oatmeal seesaw moonlightseashell seaweed moonlight footstool oatmeal

schoolwork oatmeal outdoors downstairs seaweedrainbow moonlight cookbook bowtie downtown

moonbeam playground downstairs seaweed bowtieoutdoors breakfast bowtie oatmeal downstairscookbook eighteen oatmeal moonlight footstoolhandout peacock moonlight playground seesaw


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LESSON

73aFluency

Name Date Name Date


Speed Drill: Final e Syllables

Two-Syllable Words Underline the syllable with final e in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

airplane teammate spacesuit pipeline alone

baseball hopeful rattlesnake homework statement

useful bookcase teammate alike pipeline

teammate airplane hopeful sidewalk homework

hopeful baseball bookcase alone inside

bookcase useful tasteful statement rattlesnake

alike spacesuit airplane teammate driveway

sidewalk tasteful baseball hopeful fireplace

alone rattlesnake useful bookcase lifeboat

statement pipeline alike airplane seaside

spacesuit homework sidewalk baseball tasteful

tasteful inside alone useful spacesuit

rattlesnake driveway statement inside airplane

pipeline fireplace driveway spacesuit baseball

homework lifeboat fireplace tasteful useful

inside seaside lifeboat driveway teammate

driveway alike seaside fireplace hopeful

fireplace sidewalk pipeline lifeboat bookcase

lifeboat alone homework seaside alike

seaside statement inside rattlesnake sidewalk


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LESSON

73b Fluency

Name Date


Speed Drill: Final e Syllables

Multi-Syllable Words Underline the syllable with final e in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

sunrise anytime notebook escape backbonetimetable fireworks homesick decide playmatefirefighter campfire backbone beside anytimecupcake suitcase playmate sunshine fireworksanytime sunrise sunshine scarecrow campfirefireworks timetable scarecrow surprise suitcasecampfire firefighter surprise exercise notebooksuitcase cupcake exercise notebook homesicksunshine exercise sunrise homesick sunshinescarecrow escape timetable backbone scarecrowsurprise decide firefighter playmate surpriseexercise beside cupcake umpire exerciseescape notebook anytime sunrise umpiredecide homesick fireworks timetable besidebeside backbone campfire firefighter decideumpire playmate suitcase cupcake escape

notebook sunshine escape anytime sunrisehomesick scarecrow decide fireworks timetablebackbone surprise beside campfire firefighterplaymate exercise umpire suitcase cupcake


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LESSON

74aFluency

Name Date Name Date


Speed Drill: r-Controlled Syllables

One r-Controlled Vowel Syllable Underline the vowel + r syllable in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

purple number spider honor forestfarmer never turkey danger circuspaper winter person desert worker

mother tractor birdbath spider measurenumber purple honor turkey mannernever farmer danger person numberwinter paper desert birdbath nevertractor mother forest circus winterspider honor purple worker tractorturkey danger farmer measure spiderperson desert paper manner turkey

birdbath forest mother forest personhonor circus number purple birdbathdanger worker never farmer honordesert measure winter paper dangerforest manner tractor mother desertcircus spider circus number purpleworker turkey worker never farmer

measure person measure winter papermanner birdbath manner tractor mother


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LESSON

74b Fluency

Name Date


Speed Drill: r-Controlled Syllables

More Than One r-Controlled Vowel Syllable Underline the vowel + r syllables in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

burglar murmur starter harder farther

shorter harbor sharper turner overturn

corner recorder harder murmur order

partner supermarket turner harbor sparkler

murmur burglar farther recorder carpenter

harbor shorter overturn supermarket firmer

recorder corner order starter hurler

supermarket partner sparkler sharper murmur

farther starter burglar farther harbor

overturn sharper shorter overturn recorder

order harder corner order supermarket

sparkler turner partner sparkler burner

carpenter burner murmur burglar turner

firmer hurler harbor shorter harder

hurler firmer recorder corner sharper

burner carpenter supermarket partner starter

starter farther burner carpenter burglar

sharper overturn hurler firmer shorter

harder order firmer hurler corner

turner sparkler carpenter burner partner


LESSON

75Fluency

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Decoding Review

Real Words

retell unclear undo return unwind

slowly actor waiter firmly player

sunset pencil polish candle distant

tiger spider music basic equal

maple bubble riddle turtle pickle

between floating grouchy easy drawing

alone cupcake escape beside sunrise

farmer paper person turkey cornstalk

Nonsense Words

droil redok rabel sofler tonlid

cabnib malk sunly mascle soble

bleem blick thaist flawk choop

troan birker scorpore chight flurdar


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LESSON

76aFluency

Name Date Name Date


Speed Drill: Word Families

Phonograms -an, -ap, -at, -in, -ug Underline an,

ap, at, in, or ug in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

fan pan man plan than

lap tap map scrap snap

hat sat flat bat chat

hug bug slug snug shrug

bin tin thin spin chin

map tap lap scrap snap

thin tin bin chin spin

flat bat sat hat chat

plan pan man than fan

snug slug bug hug shrug

bin chin thin flat sat

bug hug man pan plan

bin thin tin plan than

sat bat chat slug hug

snap tap scrap shrug bug

bug snug flat chat sat

tap lap tin chin spin

snug hug hat flat plan

man map scrap bin thin

fan than plan map snap


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LESSON

76b Fluency

Name Date



Two-Syllable Words Containing the Phonograms -an, -ap, -at, -in, -ug Underline an, ap, at, in, or ug in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

banner pancake Japan planning scanner

clapping unwrap snapping roadmap mousetrap

batter doormat happy grinning chatting

unplug juggle struggle earplug luggage

cabin napkin robin dolphin pumpkin

roadmap unwrap snapping mousetrap clapping

chatting doormat batter grinning happy

robin dolphin napkin pumpkin cabin

Japan scanner banner planning pancake

juggle luggage unplug struggle earplug

unwrap clapping mousetrap pumpkin napkin

doormat acrobat banner Japan scanner

earplug unplug struggle robin cabin

batter grinning unwrap snapping roadmap

scanner pancake struggle luggage earplug

dolphin napkin pumpkin planning Japan

happy doormat chatting snapping unwrap

luggage juggle unplug robin cabin

pancake banner planning roadmap mousetrap

grinning batter chatting struggle earplug


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LESSON

77aFluency

Name Date Name Date



Phonograms -ip, -op, -aw, -or, -ir Underline ip, op,

aw, or, or ir in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

hip dip slip trip shipmop top chop shop droplaw paw saw draw strawor for fork corn orcafir sir stir whir birch

chop mop drop top shopcorn for or orca forksaw law straw draw pawsir birch stir fir whirtrip ship hip slip dip

chop drop whir birch firfor or fork saw straw

drop mop top hip tripfork orca for stir birchslip dip ship law drawwhir sir fir chop dropsaw straw paw or cornhip trip top shop moplaw draw for fork orstir sir whir slip ship


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LESSON

77b Fluency

Name Date



Two-Syllable Words Containing the Phonograms -ip, -op, -aw, -or, -ir Underline ip, op, aw, or, or ir in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

shipment chipmunk clippers gossip lipstickgallop popcorn blacktop chopstick hopscotch

coleslaw awful jigsaw drawing crawfisharmor author doctor color favorcircle squirrel stirrup thirsty quirky

clippers lipstick shipment chipmunk gossipblacktop gallop hopscotch chopstick popcorndrawing jigsaw crawfish coleslaw awful

color armor doctor favor authorstirrup quirky squirrel circle thirsty

chopstick popcorn hopscotch awful drawingthirsty circle doctor author color

chipmunk gossip shipment quirky squirrelblacktop gallop jigsaw coleslaw crawfish

favor armor circle stirrup thirstyhopscotch chopstick popcorn lipstick gossip

awful crawfish squirrel thirsty circleblacktop hopscotch gallop drawing coleslaw

color favor author shipment chipmunkjigsaw awful squirrel thirsty stirrup


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LESSON

78aFluency

Name Date Name Date



Phonograms -ink, -ack, -ank, -ash, -est, -ick Underline ink, ack, ank, ash, est, or ick in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

wink link sink think drink

tack pack back black crack

sank rank tank thank drank

dash trash flash crash smash

best west test nest chest

kick pick sick stick click

black back tack crack pack

smash flash dash crash trash

sink link think drink wink

test nest west chest best

tank drank sank thank rank

stick sick click kick pick

drink think sink chest nest

crack tack black dash crash

click stick wink think link

test best west pack back

kick sick pick flash dash

drank thank tank nest chest

stick click wink think sink

smash trash dash rank sank


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LESSON

78b Fluency

Name Date



Two-Syllable Words Containing the Phonograms -ink,

-ack, -ank, -ash, -est, -ick Underline ink, ack, ank, ash, est, or ick in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

blinker wrinkle sinking sprinkle rethink

cracker jacket backseat attack haystack

ankle banker cranky blanket thankful

splashes eyelash crashing bashful flashlight

resting contest arrest nesting testing

nickel cricket chicken flicker drumstick

jacket attack haystack backseat cracker

cranky banker blanket thankful ankle

arrest contest nesting testing resting

crashing splashes bashful flashlight eyelash

sinking wrinkle sprinkle rethink blinker

chicken drumstick nickel flicker cricket

splashes eyelash bashful blanket banker

wrinkle blinker cranky ankle blanket

attack jacket cracker nesting contest

cricket chicken nickel thankful banker

crashing flashlight arrest resting testing

sprinkle rethink sinking backseat haystack

blanket ankle cranky drumstick flicker

blinker wrinkle bashful eyelash splashes



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LESSON

79aFluency

Name Date Name Date



Phonograms -ill, -ell, -ing, -ock, -uck, -ump, -unk Underline ill, ell, ing, ock, uck, ump, or unk in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

will fill chill still spillbell well fell spell smellring sing wing bring thinglock rock block stock clockluck duck tuck truck stucklump jump dump stump grumpdunk sunk skunk trunk chunkstill will spill fill chill

smell bell well spell fellwing ring bring thing singblock clock rock lock stocktruck tuck luck stuck duckdump grump stump jump lumpsunk dunk chunk skunk trunkfill spill chill block rock

smell well lump grump dumptrunk sunk skunk sing bringluck truck stock clock lockbell spell fell still willring thing wing stuck tuck


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LESSON

79b Fluency

Name Date



Two-Syllable Words Containing the Phonograms -ill, -ell, -ing, -ock, -uck, -ump, -unk Underline ill, ell, ing, ock, uck, ump, or unk in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

uphill chilly pillow thrilling silly

jelly yellow cellar seashell doorbell

singer stinger tingle jingle earring

rocket jockey stocking peacock pocket

lucky bucket buckle knuckle woodchuck

bumpy grumpy crumple trumpet pumpkin

chunky sunken shrunken junkyard chipmunk

chilly thrilling pillow silly uphill

seashell jelly cellar doorbell yellow

earring singer tingle stinger jingle

jockey peacock pocket stocking rocket

buckle woodchuck lucky bucket knuckle

pumpkin bumpy trumpet grumpy crumple

shrunken sunken junkyard chunky chipmunk

bucket lucky knuckle grumpy trumpet

thrilling pillow yellow jelly doorbell

tingle earring stinger jockey pocket

sunken chunky chipmunk buckle woodchuck

crumple bumpy pumpkin singer jingle

cellar seashell chilly silly uphill



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Name Date

LESSON

80aFluency

Name Date



Phonograms -ine, -ake, -ale, -ame, -ate Underline ine, ake, ale, ame, or ate in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

line fine mine spine shinemake bake cake shake flakepale tale sale scale whale

game same fame flame blamegate late plate crate statemine spine fine shine linecake bake flake shake make

whale pale tale scale salesame flame fame blame gamecrate gate state late plateline fine mine scale whalestate gate bake shake makefame same blame shine spinelate crate plate flake cake

flame game sale pale talebake shake cake state gatemine shine line whale palecrate late state blame samescale sale tale fine spinefame game flame make flake


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LESSON

80b Fluency

Name Date



Two-Syllable Words Containing the Phonograms -ine,

-ake, -ale, -ame, -ate Underline ine, ake, ale, ame, or ate in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

define airline nineteen headline sunshine

awake mistake baker pancake handshake

female resale inhale exhale folktale

became ballgame blameless nametag nickname

debate lately locate donate migrate

headline airline sunshine define nineteen

mistake pancake awake baker handshake

resale female folktale exhale inhale

blameless ballgame nametag nickname became

locate debate migrate lately donate

define airline sunshine mistake pancake

folktale female nametag ballgame nickname

donate lately locate nineteen headline

blameless nametag awake handshake baker

inhale exhale resale debate migrate

pancake handshake mistake define sunshine

became nickname ballgame folktale female

locate lately donate nametag blameless

awake mistake nineteen airline headline

resale folktale exhale migrate debate


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Name Date

LESSON

81aFluency

Name Date



Phonograms -ice, -ide, -oke, -ore Underline ice, ide, oke, or ore in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

ice nice rice price slicetide wide side slide bridejoke poke spoke broke smokewore core sore store shorerice nice slice ice priceslide wide bride tide sidespoke joke smoke broke pokeshore sore wore store corerice price slice tide widejoke broke sore wore shoreslide bride side ice nicespoke smoke poke store coreprice rice bride wide tidesore shore wore slice pricejoke poke smoke slide sidecore store spoke broke poketide bride wide ice nice

smoke broke joke wide sliderice slice price spoke brokeside tide store core shore


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LESSON

81b Fluency

Name Date



Two-Syllable Words Containing the Phonograms -ice,

-ide, -oke, -ore Underline ice, ide, oke, or ore in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

advice device nicely spices iceberginside divide decide hayride sidewaysawoke provoke token spoken brokenadore before ignore explore seashorenicely iceberg advice spices device

hayride inside sideways decide dividespoken provoke broken awoke tokenignore before seashore adore explorespices iceberg nicely sideways insidetoken awoke before explore adoredevice advice decide divide hayridespoken provoke broken seashore ignoredecide hayride sideways nicely spicesawoke spoken before adore exploredevice iceberg advice token broken

sideways inside seashore before ignorespices nicely device awoke spoken

provoke broken explore adore beforesideways hayride inside broken tokenadvice iceberg spices decide divide


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Name Date

LESSON

82aFluency

Name Date



Phonograms -ail, -ain, -ay, -eat, -ight Underline ail, ain, ay, eat, or ight in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

mail pail rail trail snailgain rain train brain chainway bay pay play stayseat beat meat cheat wheatfight night tight right brightrail snail mail trail pail

brain gain rain chain trainway pay stay play baymeat wheat seat beat cheatnight right bright tight fighttrail pail mail gain rainplay bay beat wheat seatnight bright right snail railbeat cheat stay pay bay

wheat cheat meat fight tighttrail pail mail brain chainstay play bright right nightrain gain train beat seatrail snail way bay pay

cheat wheat meat tight fight


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LESSON

82b Fluency

Name Date



Two-Syllable Words Containing the Phonograms -ail,

-ain, -ay, -eat, -ight Underline ail, ain, ay, eat, or ight in each word. Then practice reading the words. Tell your teacher when you are ready to be timed.

sailor tailor trailer mailbox railroadrainy painful contain remain unchainaway maybe delay repay crayonrepeat heated cheating meatball seatbeltmighty upright tonight tightly lightningtrailer mailbox sailor railroad tailor

contain unchain rainy painful remaindelay crayon maybe repay away

cheating heated repeat seatbelt meatballtonight lightning tightly mighty uprightpainful remain rainy crayon maybe

meatball cheating mighty lightning tightlysailor railroad tailor contain unchain

upright tonight maybe repay crayonseatbelt repeat heated mailbox trailercontain remain painful tightly mightydelay repay crayon unchain rainysailor railroad cheating meatball seatbelt

lightning upright tonight delay awaytrailer mailbox tailor mighty tightly



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Decoding Review

Real Words

snap flat shrug thin than

for trip draw drop whir

dash test wink thank crack

lock bring grump skunk chill

spine bake whale flame state

nice price bride broke wore

trail gain sway wheat right

Nonsense Words

lat zin yan shir thop

nash mest fank lor vill

stug devete frink lurster gank

adnipe contruse pabeness wice ronetake


LESSON

84Fluency

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Reading Different Sentence TypesTEACH/MODELIntroduce Explain that good readers change their voices to show what sentences mean. Tell children that they should read different types of sentences differently. Tell them to listen as you say the following sentences differently: Frogs can fly. Frogs can fly? Frogs can fly!

Write the three sentences below. One is a statement, one is a question, and one is an exclamation. Read them in a robot-like monotone, so there is no difference between the way you read them. Then model reading each type of sentence differently: This story is about a bird. What does the bird do? It talks!

Explain how you decided to read each sentence differently.• Circle the period. Say: A period ends a statement that gives information. It tells

me to read the sentence in a steady way. Reread the first sentence without raising your voice.

• Circle the question mark. Say: A question mark ends a question. It tells me to raise my voice at the end. Reread the question, emphasizing raising your voice at the end.

• Circle the exclamation point. Say: An exclamation point ends a sentence that shows strong feeling. It tells me to use a voice that shows strong feeling. Reread the exclamation, emphasizing excitement.

GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL84. Have partners circle and name the punctuation mark at the end of each sentence. Remind them to circle periods, question marks, and exclamation points.

Echo Reading Read one sentence at a time and have children echo-read it. Point out the end punctuation mark and make sure children read each type of sentence differently.

Comprehension Have partners discuss the comprehension questions. Then discuss the questions as a group.

APPLYPartner Reading Have partners practice reading the sentences aloud to each other. Remind them to use their voices to show the type of sentence they are reading. Then ask individual children to read to the group.Additional passages for different fluency levels can be found in the Fluency Assessment Book.



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Reading Different Sentence Types

Read aloud each sentence below. Change your

voice for each type of sentence.

1. Do I have a pet?

5 2. I do have a pet!

10 3. My pet’s name is Sam.

15 4. Sam is a bird.

19 5. Why is Sam such a great pet?

26 6. Sam can talk!

29 7. He can say his name.

34 8. He knows five other words, too.

40 9. His voice sounds so funny!

45 10. Would you like to meet Sam? 51

Comprehension What words do you think Sam can say? How do you think he sounds when he says them?


LESSON

85Fluency

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Reading Different Sentence TypesTEACH/MODELIntroduce Explain that good readers change their voices to show what sentences mean. Tell children that they should read different types of sentences differently. Tell them to listen as you say the following sentences differently: Frogs can talk. Frogs can talk? Frogs can talk!

Write the sentences below. One is a statement, one is a question, and one is an exclamation. Read them in a robot-like monotone. Model reading each one differently: This pie tastes good. Did you make it? You are a great cook!

Explain how you decided to read each sentence differently.• Circle the period. Say: A period ends a statement that gives information. It tells

me to read the sentence in a steady way. Reread the first sentence without raising your voice.

• Circle the question mark. Say: A question mark ends a question. It tells me to raise my voice at the end. Reread the question, emphasizing raising your voice at the end.

• Circle the exclamation point. Say: An exclamation point ends a sentence that shows strong feeling. It tells me to use a voice that shows strong feeling. Reread the exclamation, emphasizing excitement.

GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL85. Have partners read “A Fine Pie.” Tell them to circle periods, question marks, and exclamation points. Discuss how each sentence should be read. Provide corrective feedback.

Oral Reading Modeling Model reading “A Fine Pie,” and create a group summary. Point out how hearing the different types of sentences helps readers understand what Grampa and Elsa do together. Read the passage again. Have children practice reading it aloud to a partner.


APPLYEcho Reading Use the Echo Reading routine to read “A Fine Pie” again, but now have children lead while you respond. Have children say how they read each phrase or sentence before you repeat it. Prompt them with this question each time it is your turn: How should I change my voice when I read this sentence?




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Reading Different Sentence Types

A Fine Pie

Elsa and Grampa go to Matson Farm. They8 pick apples right off the trees! They fill a basket.18 What will they do with all those apples?26 At home, Elsa helps Grampa peel the apples.34 It is a lot of work! At last, a bowl full of peeled47 apples sits on the table. Grampa cuts them into56 pieces.57 What is the next job? Grampa sets out a fat67 ball of dough. Elsa uses a rolling pin to make77 flat piecrusts. She rolls and rolls. This job is fun!87 Then Grampa mixes the apples with sugar94 and spices. He places everything in a pan. Into103 the oven it goes! 107 What is that wonderful smell? Apple pie is115 baking in the oven. Mmmmm, Grampa’s apple122 pie is the best treat in the world! 130

Comprehension What do Grampa and Elsa do together? How would you help if you were with them?


LESSON

86Fluency

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PronunciationTEACH/MODELIntroduce Explain that when reading aloud, good readers pronounce each word clearly and correctly so their listeners will not be confused. • Tell children to listen for a mistake as you say this sentence: A swan is a bird

with a (mumble mumble). Say: The way I read this sentence was confusing because you couldn’t hear all the words.

• Tell children to listen for a mistake as you say this sentence: A swan has white feethers. Say: The way I read this sentence was confusing because I didn’t pronounce all the words correctly. I should have pronounced that word /FETH ers/, not /FEETH ers/. Then you would have understood me.

Write the sentence below and model reading it two or three times, each time with clearer and more correct pronunciation of the words beautiful and bathing. Then have children read the sentence, pronouncing each word clearly and correctly. A beautiful swan was bathing in a pond.

GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL86. Read aloud the title. Tell children that a swan and a swallow are both kinds of birds. Ask them to tell anything they know about these birds.

Oral Reading Model reading “The Swan and the Swallow” aloud. Point out how you are reading every word clearly and correctly. Read the passage again to children, and have them practice reading it aloud to a partner.


APPLYEcho Reading Read “The Swan and the Swallow” aloud. Read one sentence at a time and have children echo-read it. Remind them to pronounce words clearly and correctly.Additional passages for different fluency levels can be found in the Fluency Assessment Book.



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Pronunciation

The Swan and the Swallow

A little brown bird lived by a pond. Her name10 was Swallow. She flew back and forth over the19 water. As she flew, she quickly caught insects.27 A big bird with white feathers swam slowly in36 the pond. Her name was Swan. Little Swallow44 thought that Swan was the most beautiful bird52 in the world!55 Swallow felt so small and plain when she63 looked at Swan. She wished that her neck were72 long and graceful like Swan’s. She wished that80 she could swim smoothly like Swan.86 One day, Swallow spoke to Swan. “I just94 wanted to say that I really admire you!” she said.104 Swan looked surprised. “But I have always111 admired YOU,” said Swan. “You fly with such119 speed! You look so graceful! It must be fun to be130 you,” said Swan.133 Swallow thought. “Yes, it IS fun,” she said. 141

Comprehension Why does Swallow admire Swan? Why does Swan admire Swallow?


LESSON

87Fluency

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Reading Emphasized WordsTEACH/MODELIntroduce Remind children to read each word clearly and correctly. Explain that good readers read important words more loudly and clearly. Tell children to listen as you say the following sentence, emphasizing the underlined word. I want pizza for lunch, not pasta.

Point out that you said the word pizza more loudly and clearly than you said the others. Explain that saying a word more loudly and clearly is called emphasizing the word. Good readers emphasize important words to make the meaning clear.

Write these two sentences on the board. Read the question with a rising voice, and then read the answer, emphasizing the underlined word. Is Anna’s shirt blue? No, her shirt is purple.

Point out that you emphasized the word purple, saying it more loudly and clearly than the others. Good readers emphasize important words to make the meaning clear.

Then write this sentence on the board: I LOVE my bike.

Tell children that sometimes a writer will put an important word in all uppercase letters to help readers know that the word should be emphasized. Model reading the sentence, emphasizing LOVE. Explain that writers don’t do this often.

GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL87. Point out the first sentence is a question and the second is the answer. Have partners say the word question or answer as they point to each end mark.

Echo Reading Read one question and one answer at a time, emphasizing the most important word in the answer. Have children echo-read each question and answer. Have them repeat the word in the answer that is said louder and clearer.

Comprehension Have partners discuss the comprehension questions. Then discuss the answers as a group.

APPLYPartner Reading Have partners take turns reading each question and answer. Remind them to decide which words to say especially loudly and clearly. Then ask individual children to read to the group.Additional passages for different fluency levels can be found in the Fluency Assessment Book.



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Reading Emphasized Words

Read aloud each sentence below. Emphasize an

important word in each sentence.

1. Did you take a yellow crayon?6 2. I took a green crayon.

11 3. Did you draw a green house?17 4. No, what I drew was a green car.

25 5. Is that green water?29 6. No, it’s green grass.

33 7. Will you draw a blue sky?39 8. I’ll make a green sky.

44 9. Do you like the color green?50 10. I LOVE the color green! 55

Comprehension What colors are the children using to draw? What is one color you would pick to draw a picture? Why?


LESSON

88Fluency

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Reading Emphasized WordsTEACH/MODELIntroduce Remind children that good readers read each word clearly and correctly. Explain that good readers read important words more loudly and clearly. Tell children to listen as you say the following sentence, emphasizing the underlined word. I like reading about dogs, not horses.

Point out that you said the word dogs more loudly and clearly than you said the others. Tell children that saying a word more loudly and clearly is called emphasizing the word. Good readers emphasize important words to make the meaning clear.

Write these two sentences on the board. Read the question with a rising voice, and then read the answer, emphasizing the underlined word. Does Meg have a cat named Snowball? No, she has a dog named Snowball.

Point out that you emphasized the word dog by reading it more loudly and clearly than you read the other words. Explain that emphasizing this word shows it is important and helps make clear what the sentence means. Then write this sentence on the board: I LOVE my pet mouse.

Tell children that sometimes a writer will put an important word in all uppercase letters to help readers know that the word should be emphasized. Model reading the sentence, emphasizing LOVE. Explain that writers don’t do this often. Readers need to think about the meaning to decide which word is important and needs to be emphasized.

GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL88. Have children read the title together. Ask them to predict how the dogs might be different. Explain that the important words in this passage will be words that tell how these two dogs are different.

Choral Reading Read “Two Different Dogs” aloud with children. Remind children to keep their voices with yours. Read with natural stresses within sentences. Point out that the words you emphasize are the important ones in the sentence.


APPLYRepeated Reading You might use “Two Different Dogs” to help children improve their reading rate. Time children on their first reading. Then have them practice reading to a partner. Time them again. Use the Progress Chart on page 211 to record their progress.Additional passages for different fluency levels can be found in the Fluency Assessment Book.



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Reading Emphasized Words

Two Different Dogs

Two dogs live at Ben’s house. One dog is9 named Tiny. That is a funny name. Why? Tiny18 is HUGE! He is strong, too. Tiny can pull a wagon29 filled with kids! Tiny may be big and strong, but39 he is very gentle. He never jumps on people. If 49 he did, he would knock them down!

56 Ben’s other dog is named Lion. That is another65 funny name. A real lion is big, but Lion is little.76 How little? Ben can hold Lion in one hand! But86 Lion acts as fierce as a real lion. Lion barks at97 Tiny. His barks sound like YIP, YIP, YIP. Maybe he107 thinks he is roaring!

111 What does Tiny do when he hears Lion roar?120 Tiny just gets up and moves away! 127

Comprehension What are the most important differences between Tiny and Lion? Can you think of other names that might fit the dogs better?


LESSON

89Fluency

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Reading DialogueTEACH/MODELIntroduce Tell children that a conversation that is written down is called dialogue. When they read dialogue aloud, good readers use their voices to sound like the speakers. They express the same emotion as the character. Tell children to listen and watch as you pretend to be talking on the telephone: “What time should I be there? . . . OK, I’ll see you at six. . . . Me, too!”

Explain that if the words you said were written down, they would be called dialogue. Tell children that there are special ways of writing dialogue so readers know who said which part of the conversation and how they sounded when they said those words. Write the sentences below. Model reading each aloud: “Are you coming to my party?” Eddie asked Ruben.

“Yes,” Ruben answered excitedly. “I plan to be there. It’ll be fun!”

• Circle all the quotation marks. Say: Quotation marks show where someone’s exact words begin and end. Reread just the spoken words.

• Underline the words that are not enclosed in quotation marks. Say: These words show who is speaking. They may also tell how the speaker says the words. Point out that Ruben is excited when he answers Eddie.

• Circle the question mark, comma, period, and exclamation point inside quotations. Say: These marks help you know whether to ask a question, make a statement, or show strong feeling. Reread the spoken words, emphasizing how your voice changes with each kind of sentence.

GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL89. Have partners circle the exact words that are spoken and underline words that tell the speaker.

Echo Reading Read one line of dialogue at a time and have children echo-read it. Point out the quotation marks and end marks, and have children say the spoken parts using different voices for each speaker.


APPLYPartner Reading Have one partner read aloud the spoken words while the other reads words that tell about the speaker. Have them switch. Remind them to use voices to sound like the speakers. Have individuals read to the group.Additional passages for different fluency levels can be found in the Fluency Assessment Book.



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Reading Dialogue

Read aloud each sentence below. Change your voice

for each speaker.

1. “How was the street fair?” Mom asked Matt.

8 2. “It was SO much fun!” said Matt.

15 3. Mom said, “I see two stars on your cheek.”

24 4. “We all had our faces painted,” said Matt.

32 5. He added, “We watched two jugglers.”

38 6. “What did they juggle?” asked Mom.

44 7. “Balls, plates, and hotdogs,” answered Matt.

50 8. Mom asked, “Hotdogs?”

53 9. “They ate the hotdogs while juggling them,”60 said Matt.

62 10. “I wish I had seen that!” said Mom. 70

Comprehension What did Matt do at the streetfair? What might you see or do at a street fair?


LESSON

90Fluency

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Reading DialogueTEACH/MODELIntroduce Tell children that a conversation that is written down is called dialogue. When they read dialogue aloud, good readers use their voices to sound like the speakers. Tell children that there are special ways of writing dialogue so readers know who said which part of the conversation and how they sounded when they said those words. Write the sentences below. Model reading each aloud: “It’s Mom’s birthday,” Dad said to Casey. “Shall we take her to breakfast?”

“Great idea!” Casey shouted happily. “Mom loves the Pancake Palace.”

• Circle all the quotation marks. Say: Quotation marks show where someone’s exact words begin and end. Reread just the spoken words.

• Underline the words that are not enclosed in quotation marks. Say: These words show who is speaking. They may also tell how the speaker says the words. Point out that Casey is happy when Dad suggests taking Mom out to breakfast.

• Circle the question mark, comma, period, and exclamation point inside quotations. Say: These marks help you know whether to ask a question, make a statement, or show strong feeling. Reread the spoken words, emphasizing how your voice changes with each kind of sentence.


Choral Reading Read “A Birthday Breakfast” aloud with children. Remind them to keep their voices with yours. Model how the three characters sound when they speak, without any unnatural deepening or raising of the voice. Draw attention to the punctuation marks that help you identify the spoken words and decide how the characters’ voices will sound.


APPLYReaders Theater Use the Echo Reading routine to read the poem again, but have children lead while you respond. Children can take turns leading. Have the child point out how he/she reads each phrase before you read it back. Prompt with questions such as: Where did you pause? Where did you change your voice?




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Reading Dialogue

A Birthday Breakfast

Mom, Dad, and Casey sat in a booth at the10 Pancake Palace. “Happy birthday!” Casey and 16 Dad said to Mom.

20 “Thank you,” Mom replied. She looked over27 the menu. “Hmmm, what will I choose?”

34 “I’m going to have a peach muffin,” said Casey.

43 “That sounds good,” said Dad. “I think I’ll have52 ham and eggs.”

55 “I’d like pancakes,” said Mom. “With fresh62 blueberries.”

63 Dad whispered something to the waiter. A while71 later, the waiter brought the food to the table.

80 “Look!” said Mom as she clapped. A birthday88 candle sat on top of the pancakes.

95 Dad and Casey sang the Happy Birthday song.103 The waiter and the other customers joined in. 111 Then Mom blew out her candle. “Thank you for a121 wonderful birthday breakfast,” Mom said126 happily. 127

Comprehension Why did the family go to Pancake Palace? What would you order if you were eating a birthday breakfast?


LESSON

91Fluency

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Reading Dialogue in ParagraphsTEACH/MODELReview Remind children that a conversation that is written down is called dialogue. Write a pair of quotation marks (“ ”). Review that quotation marks surround the words spoken by characters. Explain that when readers see quotation marks, they think about how the character sounds as well as what the character says. When they read dialogue aloud, good readers use their voices to sound like the speakers.

Introduce Tell children that dialogue is often written in a paragraph. Write the dialogue below. Be careful to show the indents clearly. Then model reading it aloud: “What game should we play?” Dave asked, but Kim did not answer him. “I

like any game with a ball!” said Dave. “Let’s play catch.”

“All right,” answered Kim shyly.

• Point out quotation marks. Say: These show a character’s spoken words.• Point to the indents. Remind children that a paragraph begins with an indent.

Say: Every time a speaker changes, a new paragraph begins. Point out how every-thing that Dave said before Kim answered him is written in one paragraph.

• Circle each punctuation mark, pointing out these help them decide how to read each sentence. Say: A question mark shows that a character’s voice goes up. An exclamation point shows that a character is speaking with excitement. A comma or a period shows that a character is making a statement.


Echo Reading Read “A Game of Catch.” Read one sentence at a time and have chil-dren echo-read it. Point out how your voice changes when you read each speaker’s words. Identify the punctuation marks that help you decide how to sound.


APPLYEcho Reading Use the Echo Reading routine again, this time having children read first while you respond. Encourage children to point out how they knew how to change their voices. Ask: What marks helped you decide how to sound? How did you know that a different character was speaking?




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Reading Dialogue in Paragraphs

A Game of Catch

“Throw the ball here!” Dave called to Kim. 8 “Throw it high! I can catch it!”15 “I can throw it very high,” said Kim.

23 Kim aimed for the sky. She let the ball go.33 WHOOOSH! “Is that high enough?” she called. 40 “Yes!” said Dave. “You threw it very high.”

48 Dave reached for the ball. It sailed over his57 hands. It sailed over the fence. It landed on Mrs. 67 Miller’s lawn. “Oh, no,” said Dave. “This could75 be a problem.” 78

Comprehension What does Dave say at the end? Why do you think he says that?


LESSON

92Fluency

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Reading Dialogue in ParagraphsTEACH/MODELReview Remind children that a conversation written down is called dialogue. Write a pair of quotation marks (“ ”). Review that quotation marks surround the words spoken by characters. Explain that when readers see quotation marks, they think about how the character sounds as well as what the character says. When they read dialogue aloud, they use their voices to sound like the speakers.

Introduce Tell children that dialogue is often written in a paragraph. Write the dialogue below. Show the indents clearly. Then model reading it aloud: “Wake up!” Josh yelled at Ben. “Something is tapping on the window! What is it?”

“It’s just a branch,” said Ben in a sleepy voice. “It’s nothing to be scared of.”

• Point to the quotation marks. Say: Quotation marks show where a character’s spoken words begin and end.

• Point to the indents. Remind children that a paragraph begins with an indent. Say: Every time a speaker changes, a new paragraph begins. Point out how every-thing that Josh said before Ben answered him is written in one paragraph.

• Circle each punctuation mark. Remind children that these help them decide how to read each sentence. Say: A question mark shows that a character’s voice goes up. An exclamation point shows that a character is speaking with excite-ment. A comma or a period shows that a character is making a statement.


Oral Reading Modeling Read aloud “In the Dark.” Then create a group summary of the passage. Point out how your voice changes when you read each speaker’s words. Identify the punctuation marks that help you decide how to sound. Read the passage aloud again, and have children practice reading it to a partner.


APPLYReaders Theater Have children take the parts of Josh, Ben, and the narrator. Two children may share the narrator’s part. Have the group practice reading together. Remind children to talk as Josh and Ben might talk and to use a story-teller’s voice for the other sentences. Then have them read to the group.Additional passages for different fluency levels can be found in the Fluency Assessment Book.



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In the Dark

Josh woke up suddenly. His room was dark.8 He could see his bed in the moonlight. Two eyes 18 were looking at him from the end of his bed!

28 “Help!” Josh whispered. The eyes did not blink.36 They seemed to glow in the moonlight. Josh yelled45 louder, “Help! Help!”

48 Josh’s brother Ben was in the next bed.56 “What’s wrong?” Ben asked.

60 “Look at the end of my bed,” said Josh as he71 pointed. “Two eyes are staring at me!”

78 Ben got up. He walked to the end of Josh’s bed.89 Then he laughed. “Your feet are sticking out from98 under the sheet,” Ben said. “Moonlight is on them. 107 Those two things are not eyes.”

113 “Then what are they?” asked Josh.

119 Ben answered, “They’re your toenails!” 124

Comprehension How does Josh feel when hewakes up suddenly? How does he probably feel at the end?


LESSON

93Fluency

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Reading Dialogue in ParagraphsTEACH/MODELReview Remind children that a conversation written down is called dialogue. Write a pair of quotation marks (“ ”) and review that quotation marks surround the words spoken by characters. Explain that when readers read dialogue aloud, they use their voices to sound like the speakers.

Introduce Tell children that dialogue is often written in a paragraph. Write the dialogue below. Be careful to show the indents clearly. Then model reading it aloud: “Here’s a riddle,” said Jay. “What do zebras have that no other animals

have?” Leesha did not answer him. “Do you give up?” asked Jay.

“I know,” said Leesha. “Baby zebras!”

• Point to the quotation marks. Say: Quotation marks show where a character’s spoken words begin and end.

• Point to the indents. Remind children that a paragraph begins with an indent. Say: Every time a speaker changes, a new paragraph begins. Point out how every-thing that Jay said before Leesha answered the riddle is written in one paragraph.

• Circle each punctuation mark. Remind children that these help them decide how to read each sentence. Say: A question mark shows that a character’s voice goes up. An exclamation point shows that a character is speaking with excite-ment. A comma or a period shows that a character is making a statement.

GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL93. Have partners circle the exact words that are spoken. Have them underline the words that tell who is speaking.

Oral Reading Modeling Model reading aloud “Silly Riddles.” Then create a group summary of the passage. Point out how your voice changes when you read each speaker’s words. Identify the punctuation marks that help you decide how to sound. Read the passage aloud again, and have children practice reading it to a partner.


APPLYReaders Repeated Reading You might want to use “Silly Riddles” to help children improve their reading rate. Time children on their first reading of the passage. Then have them practice reading to a partner. Time them again. You can use the Progress Chart on page 211 to record their progress.Additional passages for different fluency levels can be found in the Fluency Assessment Book.



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185


Silly Riddles

Jay was reading a book. Every now and then,9 he laughed out loud. “What’s so funny?” asked 17 Leesha.18 Jay answered, “I’m reading silly riddles.” Then he26 said, “Here’s a good one. Why did the boy close36 his eyes when he looked in the mirror?”44 “I don’t know,” said Leesha. “Why?”50 “He wanted to see what he looked like when59 he was sleeping!” Jay answered. 64 Leesha laughed. “Let me find one to read72 to you,” she said. Jay handed the book to Leesha.82 She flipped through the pages. Then she said,90 “A man fell off a ladder that reached a high roof.101 But he wasn’t hurt at all. Why not?”109 Jay tapped his chin as he thought. “I don’t118 know,” he said. “Why didn’t the man get hurt?”127 “He was standing on the first step of the136 ladder!” Leesha replied.139 “That’s a good one!” laughed Jay. “I’ll try to148 remember it.” 150

Comprehension Why are Jay and Leeshalaughing? What makes you laugh?



LESSON

94Fluency

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ADMINISTERING THE REVIEW • Administer the review to one child at a time. Explain to the child that he or she

is to read aloud each sentence.• Follow these instructions for each item. The lesson in which each fluency skill

was taught is indicated in parentheses.1. Child should read different sentence types, changing his or her voice with each. (Lessons 84–85)2. Child should pronounce words clearly. (Lesson 86)3. Child should read the sentence, emphasizing important words. (Lessons 87–88)4. Child should read dialogue, using his or her voice to sound like a speaker. (Lessons 89–90)5. Child should read dialogue in paragraphs, using his or her voice to sound like a speaker. (Lessons 91–93)

SCORING THE REVIEW • For each section of the review, total the number of sentences read correctly.

Assign two points to each line. Use the rubric below.

2 points Child demonstrates full mastery of the skill.1 point Child demonstrates some mastery of the skill.0 points Child demonstrates no mastery of the skill.

• Use the Percentage Table below to identify a percentage. Children should get at least 80 percent correct.

• Analyze each child’s errors. Reteach those skills which the child has not mastered.


8–9 correct 40%–49% 6–7 correct 30%–39%4–5 correct 20%–29% 2–3 correct 10%–19%0–1 correct 0%–9%



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Prosody/Intonation Review

1. Charlie was a fox who loved music. Why did he love music?

2. He had special ears. They were HUGE!

3. Charlie liked the banjo, but he liked the piano even more.

4. One day he met a bear who played the piano. “Will you teach me to play the piano?” asked Charlie.

5. “Do you have a piano of your own?” asked the bear. “No,” said Charlie, “but I’ve seen one at school.” “I could give you lessons on that piano,” said the bear. “Could you?” said Charlie. “That would makeme so happy!” The bear smiled. “And my ears would love it!” said Charlie.


LESSON

95Fluency

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Pausing at the End of SentencesTEACH/MODELIntroduce Explain that good readers pause at the end of sentences as they read aloud. Remind children that good readers also change their voice at the end of different kinds of sentences. Tell them that punctuation marks can help them know when to do this.

• Write a period (.). Say: This tells readers to pause at the end of a sentence. Then write the sentences below on the board. Model reading them aloud, pausing at the end of each sentence. Point to each period as you pause.

You ate your lunch. You drank your milk.

• Write a question mark (?). Say: This tells readers to make a sentence sound like a question and then to pause. Change the periods to question marks on the sentences you just wrote. Then model reading each sentence aloud, raising your voice and then pausing. Point to each question mark as you do so.

You ate your lunch? You drank your milk?

• Write an exclamation point (!). Say: This tells readers to show a strong feeling about a sentence and then to pause. Change the question marks to exclamation points on the sentences you wrote. Then model reading each sentence aloud, showing strong feeling and then pausing. Point to each exclamation point.

You ate your lunch! You drank your milk!

GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL95. Have partners circle the punctuation at the end of each sentence in “Rules About Meals.” Remind them to circle periods, question marks, and exclamation points.

Echo Reading Read “Rules About Meals” aloud. Read one sentence at a time and have children echo-read it. Point out the period, question mark, or exclama-tion point as you change your voice and pause at the end of each sentence.


APPLYPartner Reading Have partners practice reading “Rules About Meals” aloud to each other. Remind them to change their voice and pause at the end of each sentence. Then ask individual children to read to the group. Additional passages for different fluency levels can be found in the Fluency Assessment Book.



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Pausing at the End of Sentences

Rules About Meals

My mom and dad have rules about meals.8 No shouting is the first rule. We can talk. We18 can laugh. We can tell stories. But we have to28 use indoor voices.

31 Hands to yourselves! That’s another rule. My38 brother and I cannot touch each other. Did we47 make a mess? Then we have to clean it up. No58 watching my mom while she gets the paper66 towels!

67 Most important, we have to eat! That is our76 job at a meal in my house. We have to eat all our89 food, unless we really hate it. Do you hate eggs?99 I hate eggs, so I don’t have to eat them. My brother111 hates beans, so my mother makes him peas. 119 Then we have to drink our milk. After that we129 can go laugh and play in another room. 137

Comprehension What are the rules about meals in your house? Which rules are the same as the rulesin this child’s house? Which rules are different?


LESSON

96Fluency

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Pausing at CommasTEACH/MODELIntroduce Explain that good readers pause briefly at commas when they read aloud. Pausing at commas shows with the voice that each thing is separate. Explain that the pause should be shorter than when they pause at the end of a sentence.

Commas in a Sentence Remind children that commas help separate two parts of a sentence. Write this sentence on the board: My dog is black, and he also has a funny bark.

Circle the comma. Model reading the sentence aloud, pausing at and pointing to the comma.

Commas in a List Remind children that commas help separate things in a list. Write this sentence on the board: Pigs, hens, ducks, and dogs can live on a farm.

Circle each comma. Say: This sentence has a list of animals. Between the name of each animal on the list is a comma. Point to the commas. Then model reading the sentence aloud, pausing at each comma. Point to each comma as you pause.

Commas in Dialogue Remind children that commas are often used in dialogue. Write these sentences on the board: Jim said, “I like to fish in the pond.” “That fish is big,” said Nan.

Circle each comma. Remind children to pause briefly at the comma before or after reading the words the character says (those in quotation marks). Model reading the sentences aloud, pausing at and pointing to each comma.

GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL96. Have partners circle the commas in each sentence in “The Birthday Party.” Remind them that commas appear in lists and before or after the words a character speaks.

Echo Reading Read “The Birthday Party” aloud one sentence at a time. Have children echo-read it. Remind children to pause briefly when they see a comma.


APPLYReaders Theater Have children choose a narrator and three character parts (pig, cat, and dog) in “The Birthday Party” to read aloud. Have them practice reading their parts, pausing briefly at each comma. Then ask them to read aloud.Additional passages for different fluency levels can be found in the Fluency Assessment Book.



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Pausing at Commas

The Birthday Party

Pig, cat, and dog lived on a farm. Next week 10 would be hen’s birthday. Hen was always kind

18 and happy. So her friends wanted to plan a nice28 party to surprise her. They met in the barn one38 day to start planning.42 Pig asked, “Where will the party be?”49 Cat said, “It could be in the barn, by the old60 tree stump, or at the pond.” 66 “Let’s have it in the barn,” dog said. “We could76 eat cake, ice cream, and milk.”82 Cat shouted, “I like that idea! What should we 91 do at the party?” 95 “Let’s play tag, run races, and sing,” said pig.104 “Everyone should bring hen a gift,” said dog. 112 Pig, cat, and dog invited all the farm animals 121 to the party. Each animal wanted to find just the 131 right gift for hen. Hen was surprised! 138

Comprehension What will hen’s party be like? What gift would you bring hen if you were invitedto the party? If you had a birthday party, what would it be like?


LESSON

97Fluency

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When to Slow Reading Down TEACH/MODELIntroduce Explain that good readers slow down their pace of reading when the content is difficult. Tell children that it is easier to think carefully about what they are reading when they read more slowly. Point out that this is especially helpful to do when they are reading nonfiction books or articles about science or social studies. Explain that a good reader decides when to read more slowly. Write this short paragraph on the board. Read it aloud quickly. Next, model deciding to slow down your reading. Read it more slowly, thinking aloud about each sentence.

Water flows through canals in the starfish’s five arms. The water goes into a tube at the end of each arm. That push of water helps the starfish move. The starfish then finds clams to eat.

Think Aloud I was reading about starfish in an encyclopedia, and I was learning a lot. But then I got to this paragraph, and I didn’t understand what I was reading. So I will read the paragraph again—much more slowly. Water flows through canals in the starfish’s five arms. [Point to the sentence.] What does that mean? Canals must be like little tubes or pipes. The water goes into a tube at the end of each arm. That push of water helps the starfish move. The water must come in the tube and push through strongly, the way that water does in a hose. I know that water coming out of a hose can knock things over. Something like that must help the starfish move.

GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL97. Have children circle any unknown words. Discuss these words together.

Oral Reading Modeling Model reading “Trees” and create a group summary. Help children see how slowing down when reading might help them remember what a tree is, the three parts of a tree, and their functions. Read the passage again to children. Have them practice reading it aloud to a partner.


APPLYPartner Reading Have partners practice reading “Trees” aloud to each other. Remind them to slow down when new facts are presented and read the rest of the passage at a more natural pace. Then ask individuals to read to the group.Additional passages for different fluency levels can be found in the Fluency Assessment Book.



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When to Slow Reading Down

Trees

A tree is a plant that has a woody stem. It 11 grows eight feet high or more. A tree has three21 main parts. These are the roots, trunk, and leaves.30 Each part is important to keep the tree alive and 40 healthy.41 The roots hold the tree to the ground. They 50 also help the tree get water from the soil. The 60 trunk and branches carry the water or sap to the 70 leaves. The leaves make food for the tree.78 You can tell trees apart by the kinds of leaves88 they have. Pine trees keep their leaves all year. 97 The leaves of some trees change color and fall to 107 the ground. The trees rest in winter. Leaves grow116 again in spring.119 Trees are useful. They give us shade and fruits 128 to eat. Trees keep soil from washing away. Did 137 you know that paper is made from trees? We146 need trees! 148

Comprehension What job does each part of a tree have? What kinds of trees do you see where you live?


LESSON

98Fluency

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When to Speed Reading UpTEACH/MODELIntroduce Explain that good readers read more quickly when the passage shows exciting action. Readers may also change their voice to show how excited they are. Write the sentences below on the board. First, read the sentences slowly and with limited expression. Then read the same sentences more quickly and with emphasis or excitement.

Jane’s dog runs into the street. Oh no, a car is coming! She has to catch her dog before it’s too late.

Point out that the events in these sentences are exciting and even a little frightening. Ask: Which way of reading the sentences best helped you understand how frightening it was? (the second, faster way of reading) Repeat with these sentences.

Ken was so excited! It was his birthday today. Mom had promised him a big surprise. What could it be?

GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL98. Tell children that “The Stormy Day” is a story with action, so they should look for parts that are exciting and speed up when reading these sentences.

Choral Reading Read “The Stormy Day” aloud with children. Remind them to keep the pace and expression of their voices with yours. Be sure to model and draw attention to how to speed up when reading sentences that show exciting action.


APPLYEcho Reading Use the Echo Reading routine to read “The Stormy Day” again, but now have children lead while you respond. Have children point out how they read each phrase or sentence before you read it back to them. Prompt them with questions such as these: Which parts of this story show exciting action? How will you read these sentences?




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When to Speed Reading Up

The Stormy Day

Steve and his sister Ann were playing outside 8 in their yard. Suddenly, the sky got black. The 17 wind began blowing. Big drops of rain started 25 to fall. Steve and Ann ran inside their house.

34 Mom turned on all the lamps. Steve and Ann 43 sat down to read their books. Crash! Bang! The 52 thunder was loud and scary! The children were 60 afraid. Then the lights went out! It was dark 69 inside the house. The rain beat on the windows.

78 Mom knew just what to do. She found a 87 flashlight and candles. She made a fire in the 96 fireplace. She asked Steve and Ann to pretend that 105 they lived long ago. In those days, homes were lit 115 by candles and oil lamps. Steve and Ann liked to 125 pretend. They were so excited that they forgot to 134 be afraid. 136

Comprehension Why were the children afraid? What did Mom do that helped them feel better?


LESSON

99Fluency

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Reading at Grade-Level ExpectationsTEACH/MODELIntroduce Say: I will measure how many words you read correctly in a minute. I will do this to make sure you are becoming better readers. I will measure by timing you as you read aloud. Then I will count the number of words you have read correctly.

Grade-Level Expectations Use this chart to set goals for each child. (Note that fluency before mid-Grade 1 is assessed with sounds, letters, and words rather than connected text.) The goal for all children is to read at or above the 50th percentile.

2005 Oral Reading Fluency Data (Hasbrouck & Tindal)

Grade Percentile FallWCPM*

WinterWCPM*

SpringWCPM*

Avg. Weekly Improvement**

1

90 81 111 1.9

75 47 82 2.2

50 23 53 1.9

25 12 28 1.0

10 6 15 0.6

2

90 106 125 142 1.175 79 100 117 1.250 51 72 89 1.225 25 42 61 1.110 11 18 31 0.6

3

90 128 146 162 1.175 99 120 137 1.250 71 92 107 1.125 44 62 78 1.110 21 36 48 0.8

* WCPM = Words Correct Per Minute ** Average words per week growth

Recording Progress Say: With practice, you can get better and reach these goals. Try reading the same story or passage many times and charting your progress. Explain how to use the Progress Chart on page 211. (See Lesson 5: Timed Reading, on pages 10–11.)

GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL99. Have children prac-tice. Time their reading for a minute. Circle words read incorrectly. Mark the last word read on your copy. Count the number of words read correctly. Record results on the graph.

Comprehension Have partners discuss the comprehension questions. Additional passages for different fluency levels can be found in the Fluency Assessment Book.

APPLYRepeated Reading Use “Seasons Change” to help children improve their reading rate. Have them read to a partner and time them again. Record their progress.



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Reading at Grade-Level Expectations

Seasons Change

Damon and Keisha live in the state of Maine. 9 They like the change of seasons. In winter it is19 cold. Sometimes it snows. The snow stays on the28 ground for weeks! Keisha likes to go ice-skating36 on the frozen pond. Damon sleds down the big45 hill in the park.

49 Spring comes in late March. Days get warmer.57 The trees have buds and green leaves grow. 65 Damon and Keisha help Dad plant the garden. 73 A bird makes a nest in a tree in their yard. Soon 85 baby birds will hatch.

89 Summer begins in June. School is out! Damon97 and Keisha have lots of time to play with friends. 107 It is fun to swim in the lake. Their family goes 118 camping for a week.

122 In fall it is cooler. Leaves change color. The131 family goes apple-picking. Damon and Keisha138 love the change of seasons! 143

Comprehension How are the seasons where you live the same as where Damon and Keisha live? How are they different? What do you like to do during different seasons of the year?


LESSON

100Fluency

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Chunking TextTEACH/MODELIntroduce Explain that when good readers read aloud, they group words together in the way they would if they were speaking. A good reader “chunks” sentences into meaningful phrases and reads each phrase without pausing. • Say: You can chunk sentences into phrases that tell who or what the sentence is

about. Write: The dog chased the cat. A little boy ran fast. Model reading each sentence, pointing to each underlined phrase and reading it without pausing.

• Say: You can chunk sentences into phrases that tell what happens or what someone or something is or does. Then use the same routine to model reading these sentences: A little boy ran fast. That child is happy.

• Say: You can use words such as and, or, or but to chunk sentences into phrases. Then use the same routine to model reading these sentences: She ran, and he biked. The cat chased a mouse, but the cat didn’t catch it.

• Say: You can also chunk sentences into phrases that tell when or where something happens. Then use the same routine to model reading these sentences: Tad sat under the tree. (where) Pat had a bath in the morning. (when)

Rereading a Sentence Remind children that readers sometimes have to stop at a hard word. They might have to think about what the word means. They might have to break this word into syllables and read it sound by sound. After figuring out the hard word, children should go back and reread the entire sentence again.

GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL100. Have children note the underlined words. Explain that they will listen to how you read these words without pausing.

Echo Reading Read “From Here to There” one line at a time, and have children echo-read it. Point out that you read the underlined words without pausing.


APPLYPartner Reading Have partners practice reading the poem “From Here to There” aloud to each other. Remind them to look at the underlined words and find other words that can be grouped together or chunked. Point out that they should read these phrases without pausing.Additional passages for different fluency levels can be found in the Fluency Assessment Book.



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Chunking Text

From Here to There

Going from here to therefrom here to there is really fun! 8 My sister crawls, but my brother runsbut my brother runs.15 My friend rides her bikerides her bike to my house to play.25 My mom and dadMy mom and dad drive their cars every day.

34 You see buses, trucks, and planessee buses, trucks, and planes.40 Dad rides to work on two trainson two trains.47 Under the groundUnder the ground chugs the subway,53 But to ride in itBut to ride in it, you must pay.

61 What else goes from place to placefrom place to place?68 Rocket shipsRocket ships go into space.73 A ship can take you across the seaacross the sea..81 We ride in a wagonride in a wagon,, you and me.

89 Do you wish you could ridewish you could ride in a balloon,98 Or fly in a planeOr fly in a plane above clouds one day soon?108 Do you wish you were big and could drive a carand could drive a car? 119 Whatever you choose, from here to there is not faris not far. 129

Comprehension Which have you used to get fromhere to there? Which way do you like best? Why?


LESSON

101Fluency

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Phrasing: Subjects and PredicatesTEACH/MODELIntroduce Subjects and Predicates Tell children that sentences have two parts: a part that tells who or what the sentence is about and a part that tells what a person, animal, or thing is or does. Explain that understanding these two parts of a sentence can help children chunk a sentence into phrases. Write these sentences on the board, and model reading them aloud.

The clock ticks loudly. A white pig grunts. My sister Jan is sad.

• Say: There are three sentences here. One part of each sentence is the subject. It tells who or what the sentence is about. [Underline The clock, A white pig, My sister Jan.] Note that the subject can include describing words.

• Then say: The other word or words tell what a person, animal, or thing is or does. [Circle ticks loudly, grunts, is sad.] These are called the predicate of the sentence.

Model Using Slashes Draw a single slash and say that it marks a phrase. Draw a double slash on the board and say that it marks a sentence. Then write these sentences, and model using subjects and predicates to mark the different phrases.

The fat green frog/ jumped.// The little fish/ swam away quickly.//

Model reading the first sentence, pausing between the phrases. Pause again, and model reading the second sentence.

GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL101. Tell children that “The Park” is written twice. The top passage has slash marks to show which phrases to group together. The bottom passage has the same words without slash marks. Have them fold their paper so that one passage at a time shows.

Choral Reading Read the marked version of “The Park” aloud with children. Remind them to keep their voices with yours. Model and point out that between each slash mark, good readers read the words smoothly and without pauses. Then have children practice with the unmarked version.

Comprehension Have partners discuss the comprehension questions.

APPLYEcho Reading Use the Echo Reading routine to read “The Park” again, but now have children lead while you respond. Prompt children to explain how they read each phrase. Ask: Did you read each of the parts of a sentence without pausing?




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Phrasing: Subjects and Predicates

Practice reading the top passage. Then read the

bottom passage without the marks.

The Park Tim’s family/ lives in the city.// Tim and his 9 mother/ like to go/ to the park.// The park/ has 19 trees, grass, and a pond.// Rows of flowers/ grow 28 beside the paths.// Many boys and girls/ play on 37 the playground.// Children/ swing, slide, climb, 43 and dig.// A little black dog/ chases the ducks.// 52 People/ come here/ to eat their lunch.// Mom/ sits 61 on a bench/ and reads a book.// Would you like 71 to go/ to Tim’s park?// 76

The Park Tim’s family lives in the city. Tim and his 9 mother like to go to the park. The park has trees, 20 grass, and a pond. Rows of flowers grow beside29 the paths. Many boys and girls play on the38 playground. Children swing, slide, climb, and dig.45 A little black dog chases the ducks. People come54 here to eat their lunch. Mom sits on a bench and 65 reads a book. Would you like to go to Tim’s park? 76

Comprehension Describe Tim’s park. Why do you think he likes to go there?


LESSON

102Fluency

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Phrasing: ConjunctionsTEACH/MODELIntroduce Conjunctions Explain that two sentences that tell about a similar idea can be connected by words such as and, but, or or. These connecting words are called conjunctions. Tell children that good readers pause at these words before reading the next sentence.

• Say: The word and joins things together. Write: I ate grapes, and I drank milk. Underline and. Read the sentence aloud, pausing before the word and.

• Say: The word but signals a difference. Write: Yesterday was rainy, but today is sunny. Underline but. Read the sentence aloud, pausing before the word but.

• Say: The word or signals a choice. Write: You can swim, or you can play with your friends. Underline or. Read the sentence aloud, pausing before the word or.

Model Using Slashes Draw a single slash on the board. Explain that children can use this to mark a phrase. Draw a double slash. Explain that they can use this to mark a sentence. Then write this sentence on the board, and model using conjunctions to chunk it. Mom cleans the bathtub,/ and Mom dusts the table.//

GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL102. Tell children that “My Day Alone with Dad” is written twice. The top passage has slash marks to show readers which phrases to group together. Explain that the bottom passage has the same words but without slash marks. Have them fold their paper so that only one passage is showing at a time. Then ask them to circle the words and, but, and or.

Oral Reading Model Model reading “My Day Alone with Dad.” After discussing the comprehension questions, discuss how sentences and ideas are combined using the words and, but, and or. Remind children to pause before the words and, but, and or. Then have them practice with the unmarked version.


APPLYEcho Reading Use the Echo Reading routine with “My Day Alone with Dad,” but now have children lead while you respond. Prompt them to explain how they read each phrase or sentence before you read it back to them. Ask: Did you pause before each and, but, and or? What kinds of words did you read together?




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Phrasing: Conjunctions



My Day Alone with Dad

Dad works hard/ all week,/ butbut he spends/ time9 with me/ on Saturday.// We take trash/ to the 18 dump,/ andand we shop/ for food.// Then it’s time/27 to do something fun.// Dad says,/ “We can go/36 to the park,/ oror we can go/ to the toy store.”//47 I choose the park,/ butbut first I write/ a note to 58 Mom.// It says,/ “We are at the park,/ and we 68 will fly/ my new kite.” 73

My Day Alone with Dad

Dad works hard all week, but he spends time9 with me on Saturday. We take trash to the dump, 19 and we shop for food. Then it’s time to do 29 something fun. Dad says, “We can go to the park, 39 or we can go to the toy store.” I choose the park,51 but first I write a note to Mom. It says, “We are at64 the park, and we will fly my new kite.” 73

Comprehension What does this boy do with hisdad? What do you like to do with someone in your family?


LESSON

103Fluency

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Phrasing: Prepositions TEACH/MODELIntroduce Prepositions Explain that some sentences have phrases, or groups of words, that tell more about the naming part and action part of the sentence. These phrases often tell more about where or when. The word that begins this phrase is a preposition. Explain that children can use prepositions to chunk a sentence into phrases.

• Write: Jack walked to school. Underline to. Say: Some prepositions tell more about where. The preposition to tells where Jack walked. Repeat with Jack sat at his desk.

• Write: Jack went home after school. Underline after. Say: Some prepositions tell more about when. The preposition after tells when Jack went home. Repeat with Jack played catch before dinner.

• Say: Some prepositions tell more about when in some sentences and more about where in other sentences. Repeat the routine with these sentences: The milk is in the cup. I ate in the morning.

Model Using Slashes Draw a single slash on the board. Explain that children can use this to mark a phrase. Draw a double slash. Explain that they can use this to mark a sentence. Then write these sentences, and model using prepositions to chunk them. I jumped/ on my bike.// Then I rode my bike/ for the first time.

GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL103. Tell children that “The Race” is written twice. The top passage has slash marks to show which phrases to chunk. The bottom passage has the same words but without slash marks. Have children fold their paper so only one passage at a time shows.

Echo Reading Read “The Race” aloud with children. Read one sentence at a time from the marked copy and have children echo-read it. Point out that the words in phrases that tell where and when about a sentence should be read smoothly without pausing. Then have children practice with the unmarked version.


APPLYPartner Reading Have partners practice reading “The Race” aloud. First have them read the marked version. Then have them each read the entire fable twice, first with the marked version and second without pauses indicated. Additional passages for different fluency levels can be found in the Fluency Assessment Book.



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Phrasing: Prepositions



The Race

Turtle/ walks slowly/ to the pond.// Rabbit/ hops8 by.// He brags,/ “I can beat Turtle/ in any race.”//18 Skunk/ makes a race path.// The path goes/ 26 beside the river.// It goes/ up a big hillup a big hill.// The race/ 37 starts/ at three o’clock.// “Go,” says Skunk.// Soon45 Rabbit is/ far ahead.// He takes a nap/ under a 55 tree.// Turtle passes Rabbit.// Rabbit wakes up!//62 “It’s too late to win,” Rabbit sobs.// All shout,/ 71 “Hooray for Turtle,/ who never gave up!” 78

The Race

Turtle walks slowly to the pond. Rabbit hops by.9 He brags, “I can beat Turtle in any race.” 18 Skunk makes a race path. The path goes beside27 the river. It goes up a big hill. The race starts at39 three o’clock. “Go,” says Skunk. Soon Rabbit is far48 ahead. He takes a nap under a tree.56 Turtle passes Rabbit. Rabbit wakes up! “It’s too 64 late to win,” Rabbit sobs. All shout, “Hooray for73 Turtle, who never gave up!” 78

Comprehension Why did Turtle win the race? What lesson could you learn from this fable?


LESSON

104Fluency

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Phrasing: Prepositions TEACH/MODELIntroduce Prepositions Explain that some sentences have phrases, or groups of words, that tell more about the naming part and action part of the sentence. These phrases often tell more about where or when. The word that begins this phrase is a preposition. Explain that children can use prepositions to chunk a sentence into phrases.

• Write: The bird flew toward the tree. Underline toward. Say: Some prepositions tell more about where. The preposition toward tells where the bird flew.

• Write: Birds sang during morningmorning. Underline during. Say: Some prepositions tell more about when. The preposition during tells when the birds sang.

• Then say: Sometimes more than one of these kinds of phrases may be in the same sentence. Write these examples on the board. Underline the two prepositional phrases: My pet bird has been at our house for two months.

Model Using Slashes Draw a single slash to mark a phrase. Draw a double slash to mark a sentence. Then write these sentences, and model using prepositions to chunk them: We hung a bird feeder/ on a branch/ of the oak tree. // In winter,/ many birds come/ to our bird feeder.

GUIDED PRACTICEPractice Reproducible Distribute Practice Reproducible FL104. Tell children that “If I Were Afraid” is written twice. The top passage has slash marks to show which phrases to group together. Explain that the bottom passage has the same words but without slash marks. Have them fold their paper so that only one passage is showing at a time.

Choral Reading Read the play “If I Were Afraid” aloud with children. Remind chil-dren to keep their voices with yours, especially when reading the two underlined phrases in many sentences. Pause briefly after reading the name indicating who is speaking. Then have children practice with the unmarked version.


APPLYReaders Theater There are six character parts in “If I Were Afraid.” Have each child choose one or more parts to read aloud. Have them practice reading together. Remind them to read where and when phrases without pausing. Additional passages for different fluency levels can be found in the Fluency Assessment Book.



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Phrasing: Prepositions



If I Were Afraid

Sun asked a question/ of some animals/ on the9 land/ and in the air and sea.// 16 Sun: What do you do when you are afraid?// 24 Cat: I run/ under the bush/ by the house.// 32 Bee: I fly/ to my hive/ on the tree.//40 Ant: I crawl/ into my ant hill/ in the grass.//49 Fish: I hide/ behind the seaweed/ in the water.//57 Dog: I find/ a friend.// My friend/ tells me,/ “Don’t66 be afraid.”// After that,/ I’m no longer/ afraid.// 74

If I Were Afraid

Sun asked a question of some animals on the 9 land and in the air and sea. 16 Sun: What do you do when you are afraid? 24 Cat: I run under the bush by the house. 32 Bee: I fly to my hive on the tree.40 Ant: I crawl into my ant hill in the grass.49 Fish: I hide behind the seaweed in the water.57 Dog: I find a friend. My friend tells me, “Don’t66 be afraid.” After that, I’m no longer afraid. 74

Comprehension What did these animals do whenthey were afraid? Which way is the best?


LESSON

105Fluency

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ADMINISTERING THE REVIEW • Administer the review to one child at a time. Explain to the child that he or

she is to read each sentence. Listen for correct phrasing, voice intonation, and fluency.

• Follow these instructions for each item. The lesson in which each fluency skill was taught is indicated in parentheses.1. Child should pause at the end of the sentence. (Lesson 95)2. Child should pause at commas. (Lesson 96)3. Child should read phrases without pauses. (Lesson 100)4. Child should use subjects and predicates to chunk text. (Lesson 101)5. Child should use conjunctions to chunk text. (Lesson 102)6–7. Child should use prepositions to chunk text. (Lessons 103–104)

SCORING THE REVIEW • For each section of the review, total the number of sentences read correctly.

Assign two points to each line. Use the rubric below.

2 points Child demonstrates full mastery of the skill.1 point Child demonstrates some mastery of the skill.0 points Child demonstrates no mastery of the skill.

• Use the Percentage Table below to identify a percentage. Children should get at least 80 percent correct.

• Analyze each child’s errors. Reteach skills which the child has not mastered.

Percentage Table13–14 correct 90%–100% 12 correct 80%–89% 10–11 correct 70%–79% 9 correct 60%–69% 7–8 correct 50%–59%

6 correct 40%–49% 5 correct 30%–39%3–4 correct 20%–29% 2 correct 10%–19% 0–1 correct 0%–9%



Name Date


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Prosody and Pacing Review

1. The teacher asked James a question. She asked him about his favorite animals.

2. James told her that he liked frogs, ants, and snakes.

3. James knows some facts about snakes. Snakes never close their eyes, and they can smell well.

4. A black snake shed its skin. James found the skin in the woods.

5. Most snakes live on land, but a few snakes live in water. James looks for snakes in the woods, or he finds them in the garden.

6. All snakes hatch from eggs. Some snakes lay eggs in rotting logs and stumps.

7. Some snakes sleep all winter in holes under the ground. They come out in spring to find food and a mate.



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2005 Oral Reading Fluency Data

(Hasbrouck & Tindal)

Grade PercentileFall

WCPM*Winter WCPM*

Spring WCPM*

Avg. Weekly Improvement**

1

90 81 111 1.9

75 47 82 2.2

50 23 53 1.9

25 12 28 1.0

10 6 15 0.6

2

90 106 125 142 1.1

75 79 100 117 1.2

50 51 72 89 1.2

25 25 42 61 1.1

10 11 18 31 0.6

3

90 128 146 162 1.1

75 99 120 137 1.2

50 71 92 107 1.1

25 44 62 78 1.1

10 21 36 48 0.8

4

90 145 166 180 1.1

75 119 139 152 1.0

50 94 112 123 0.9

25 68 87 98 0.9

10 45 61 72 0.8

5

90 166 182 194 0.9

75 139 156 168 0.9

50 110 127 139 0.9

25 85 99 109 0.8

10 61 74 83 0.7

6

90 177 195 204 0.8

75 153 167 177 0.8

50 127 140 150 0.7

25 98 111 122 0.8

10 68 82 93 0.8

*WCPM = Words Correct Per Minute **Average words per week growth

RI11_A_K2_ITEFLU_BM.indd 210RI11_A_K2_ITEFLU_BM.indd 210 5/25/10 9:55 PM5/25/10 9:55 PM

2005 Oral Reading Fluency Data/Progress Chart

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Pr ogress ChartBeginning Date:

Ending Date:

Book:

Number of Words Correctly Read in One Minute:

200

190

180

170

160

150

140

130

120

110

100

90

80

70

60

50

40

30

20

10

0 1 2 3 4 5

Number of Trials

Wo

rds

Co

rre

ct

Pe

r M

inu

te


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212 Fluency Intervention

Sound-Spelling Cards ChartCard Number Sound English Spellings

1 Aa apple /a/ (short a) a

2 Bb bat /b/ b

3 Cc camel /k/ c k _ck

4 Dd dolphin /d/ d _ed

5 Ee egg /e/ (short e) e ea

6 Ff fire /f/ f ph

7 Gg guitar /g/ g

8 Hh hippo /h/ h_

9 Ii insect /i/ (short i) i

10 Jj jump /j/ j _dge _ge gi_

11 Kk koala /k/ k c _ck

12 Ll lemon /l/ l _le

13 Mm map /m/ m

14 Nn nest /n/ n kn_ gn_

15 Oo octopus /o/ (short o) o

16 Pp piano /p/ p

17 Qq queen /k/ /kw/qu qu_

18 Rr rose /r/ r wr_

19 Ss sun /s/ s ce_ ci_

20 Tt turtle /t/ t _ed

21 Uu umbrella /u/ (short u) u

22 Vv volcano /v/ v

23 Ww window /w/ w_

24 Xx box /ks/ _x

25 Yy yo-yo /y/ y_

26 Zz zipper /z/ z _s


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213Sound-Spelling Cards Chart

Card Number Sound English Spellings

27 thumb /th/ (path)/TH/ (the) th

28 shell /sh/ sh

29 cheese /ch/ ch _tch

30 whale /hw/ wh_

31 sing /ng/ _ng

32 train /ā/(long a) a ai_ a_e _ay ea ei

33 five /ī/(long i) i i_e igh y _ie

34 boat /ō/(long o) o o_e oa_ _ow _oe

35 cube/ū/

(long u)also written as /yoo/

u u_e _ew _ue

36 tree /ē/(long e) e e_e ee ea _y _ey _ie

37 star /är/r-controlled vowel

ar

38 shirt /ûr/r-controlled vowel

er ir ur

39 corn /ôr/r-controlled vowel

or oar ore

40 cow /ou/diphthong

ou ow

41 boy /oi/diphthong

oi oy

42 book/u̇/

variant vowelalso written as /oo/

oo

43 spoon/ü/

variant vowelalso written as /oo/

oo u_e u _ew _ui_ ou

44 straw/ô/

variant vowel au aw

45 chair /âr/variant vowels

air are ear ere



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English Learners:

Phonics Transfer IssuesSound Transfer (Phonology)The symbol • identifies areas in which these primary language speakers may have some difficulty pronouncing and perceiving spoken English. The sound may not exist in the primary language, may exist but be pronounced somewhat differently, or may be confused with another sound. Sound production and perception issues impact phonics instruction.

SOUND

Cons

onan

ts

/b/ as in bat • • •/k/ as in cat and kite •/d/ as in dog • •/f/ as in fan •/g/ as in goat • • • •/h/ as in hen •/j/ as in jacket • • • • •/l/ as in lemon •/m/ as in money

/n/ as in nail

/p/ as in pig •/r/ as in rabbit • • • • •/s/ as in sun •/t/ as in teen • •/v/ as in video • • • •/w/ as in wagon • • •/y/ as in yo-yo

/z/ as in zebra • • • • •/kw/ as in queen •/ks/ as in X-ray • •

Shor

t V

owel

s

short a as in hat • • • •short e as in set • • • • •short i as in sit • • • • • •short o as in hot • • •short u as in cup • • • • •

SPANISH

VIETNAMESE

HMONG

CANTONESE

HAITIAN

CREOLE

KOREAN

KHMER


English Learners: Phonics Transfer Issues

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SOUND

Long

Vow

els

long a as in date • •long e as in be • •long i as in ice •long o as in road • •long u as in true • •

Vow

el P

atte

rns

oo as in book • • • • • •

aw as in saw • •

Dip

htho

ngs

oy as in boy •

ow as in how •

r-Co

ntro

lled

Vow

els

ir as in bird • • • • • • •ar as in hard • • • • • • •or as in form • • • • • • •air as in hair • • • • • • •ear as in hear • • • • • • •

Cons

onan

t D

igra

phs

sh as in shoe • • • •ch as in chain • •th as in think • • • • • • •ng as in sing • • •

Cons

onan

t B

lend

s

bl, tr, dr, etc.(start of words)as in black, tree, dress

• • • •ld, nt, rt, etc.(end of words)as in cold, tent, start

• • • • • •

SPANISH

VIETNAMESE

HMONG

CANTONESE

HAITIAN

CREOLE

KOREAN

KHMER



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English Learners:

Phonics Transfer IssuesSound-Symbol Transfer (Phonics)The following chart identifies sound-symbol transfer issues for four languages that use the roman alphabet. (The remaining three do not.) The symbol • identifies symbols which do not represent the corresponding sound in the writing system of the primary language.

SOUND-SYMBOLS SPANISH VIETNAMESE HMONG HAITIANCREOLE

Cons

onan

ts

b as in bat •c as in cat

as in cent•• •• •

d as in dog

f as in fish

g as in goatas in giant • ••

h as in hen •j as in jacket • • •k as in kite •l as in lemon

m as in moon

n as in nice

p as in pig

qu as in queen • • •r as in rabbit • •s as in sun •t as in teen •v as in video •w as in wagon • •x as in X-ray • • •y as in yo-yo

z as in zebra • • •

Cons

onan

t D

igra

phs sh as in shoe •

ch as in chair •th as in think

as in that• •


English Learners: Phonics Transfer Issues

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SOUND-SYMBOLS SPANISH VIETNAMESE HMONG HAITIANCREOLE

Vow

els

and

Vow

el P

atte

rns

a as in bat • •aCe as in date • •ai as in rain • • • •ay as in day • • •au as in author • • • •aw as in saw • • • •e as in bet • • •ee as in seed • • • •ea as in tea • • • •ew as in few • • • •i as in sit • • •iCe as in pipe • • • •o as in hot • • •o as in rode • • • •oo as in moon • • • •oo as in book • • •oa as in boat • • • •ow as in row • • • •ow as in how • • • •ou as in sound • • • •oi as in boil • •oy as in boy • • •u as in cup • • • •uCe as in June • •ui as in suit • • • •ue as in blue • • • •y as in try • • • •ar as in star • •er as in fern • • •ir as in bird • • •or as in torn • •ur as in burn • •



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Reading Big Words

1. Look for the word parts (prefixes) at the beginning of the word.

2. Look for the word parts (suffixes) at the end of the word.

3. In the base word, look for familiar spelling patterns. Think about the six syllable-spelling patterns you have learned.

4. Sound out and blend together the word parts.

5. Say the word parts fast. Adjust your pronunciation as needed. Ask yourself: “Is it a real word?” “Does it make sense in the sentence?”


Reading Big Words/Six Basic Syllable Spelling Patterns Chart

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Six Basic Syllable

Spelling Patterns Chart(Moats, 1995)

1. closed: These syllables end in a consonant. The vowel sound is generally short (examples: rabbit, napkin).

2. open: These syllables end in a vowel. The vowel sound is generally long (examples: tiger, pilot).

3. vowel-silent e (VCe): These syllables generally represent long-vowel sounds (examples: compete, decide).

4. vowel team: Many vowel sounds are spelled with vowel digraphs such as ai, ay, ea, ee, oa, ow, oo, oi, oy, ou, ie, and ei. The vowel digraphs appear in the same syllable (examples: boat, explain).

5. r-controlled: When a vowel is followed by r, the letter r affects the sound of the vowel. The vowel and the r appear in the same syllable (examples: bird, turtle).

6. consonant + le: Usually when le appears at the end of a word and is preceded by a consonant, the consonant + le form the final syllable (examples: table, little).


Reading Fluency Practice Gr. 1

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Transcript of Reading Fluency Practice Gr. 1