Title Word Analysis Skill Sequence Genre Word Count

LEXIA® DECODABLE READERS

Title Word Analysis Skill Sequence Genre Word Count

For students who have completed Core5 Level 5

A Tan Cat Short a Narrative 83

Fix-It Kit Short i Narrative 82

A Fox Short o Informational 79

In the Mud Short u Narrative 83

All Set in the Pen Short e Narrative 74

My Job Short Vowel Review Informational 80

On the Bus Short Vowel Review Narrative 79


Frog Skills Consonant Blends Informational 71

What Will Hatch? Consonant Digraphs & Trigraphs Informational 90


The Bike Ride Silent e Narrative 96

Things to Do with String Word Families Informational 119


The Goat’s Dream Long Vowel Teams Narrative 112

Magnets and You Two-Syllable Words Informational 109


Look in the Soil Vowel Combinations Informational 128

What is a Marsh? R-Controlled Vowels Informational 112

How We Read Phonics Patterns Review Informational 119

LEXIA® DECODABLE READERSTh

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.Text Type: NarrativeWord Analysis Skill: Short aWord Count: 76

A Tan Cat

TEXT SUMMARY In this story, a child named Tam experiences a range of emotions while interacting with a cat.

WORD ANALYSIS SKILL

This reader is designed to provide supported practice in reading one-syllable words with short a.

TARGET WORDS am, at, can, cat, had, hat, mad, mat, nap, pal, pat, sat, Tam, tan

HIGH-FREQUENCY WORDS

be, for, go, is, my, no, on, the, yes

PREVIEW

Explore the word analysis skill. Point to the target words in the title of the reader to reinforce the short vowel sound. Display the keyword-picture card for the letter a.

Identify high-frequency words. Explain to students that these are words that they will not always be able to sound out. If necessary, model the steps to learning words like these: 1) look at the word; 2) say the word, and name the letters; 3) close your eyes and try to picture the word.

READ

Support accurate decoding. If students struggle to read a word with short a, model this strategy: Point to each letter and say the sound the letter makes. Then, run your fingers below the letters as you blend the sounds together.

Encourage fluent reading. Remind students that fluent readers read with expression and pay attention to punctuation. Provide ample opportunities for students to reread sentences, pages, and the entire reader more than once to develop automaticity and fluency.

DISCUSS

A character is who a story is about. Who are the two characters in the story? (Tam and the tan cat)

At the beginning of the story, Tam feels mad at the cat. Why? (The tan cat sat on Tam’s hat.) Does Tam still feel mad at the end of the story? (No.) How do you know? (Tam pats the tan cat and they are pals.)

What do you think Tam and the tan cat might do next? (Student answers will vary.)

A Tan CatShort a

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.Text Type: NarrativeWord Analysis Skill: Short iWord Count: 82

Fix-It Kit

TEXT SUMMARY In this story, a child named Kit solves a series of problems throughout the day.

WORD ANALYSIS SKILL

This reader is designed to provide supported practice in reading one-syllable words with short i.

TARGET WORDS bib, bin, did, fit, fix, in, it, Kit, lid, pin, rip, tip, wig, will


and, has, on, so, the, to

PREVIEW

Explore the word analysis skill. Point to the target words in the title of the reader to reinforce the short vowel sound. Display the keyword-picture card for the letter i.


READ

Support accurate decoding. If students struggle to read a word with short i, model this strategy: Point to each letter, and say the sound the letter makes. Then, run your finger below the letters as you blend the sounds together.


DISCUSS

A character is who a story is about. Who is the main character in the story? (Kit, or Fix-it Kit)

What are three things that Kit fixes? You can look back at the story to help you remember. (a bin, a wig, and a bib)

Have you ever solved a problem like Kit? What did you fix? (Student answers will vary.)

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.Text Type: InformationalWord Analysis Skill: Short oWord Count: 79

A Fox

TEXT SUMMARY This informational text describes the behavior of foxes.

WORD ANALYSIS SKILL

This reader is designed to provide supported practice in reading one-syllable words with short o.

TARGET WORDS bog, fog, fox, hop, hot, jog, log, lot, mom, not, off, on


be, do, is, that, the, there, what, where

PREVIEW

Explore the word analysis skill. Point to the target word in the title of the reader to reinforce the short vowel sound. Display the keyword-picture card for the letter o.


READ

Support accurate decoding. If students struggle to read a word with short o, model this strategy: Point to each letter and say the sound the letter makes. Then, run your finger below the letters as you blend the sounds together.


DISCUSS

Does this book tell a story or give information? (give information) What does this book give information about? (foxes)

The author says, “A fox can do a lot.” What are three things that foxes can do? You can look back at the information to help you remember. (Students should share key details from the text.)

Do foxes remind you of any other animals? How are foxes similar to that animal? How are they different? (Student answers will vary.)

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A FoxShort o

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.Text Type: NarrativeWord Analysis Skill: Short uWord Count: 83

In the Mud

TEXT SUMMARY In this story, a muddy field gives the characters an opportunity to have fun.

WORD ANALYSIS SKILL

This reader is designed to provide supported practice in reading one-syllable words with short u.

TARGET WORDS bud, bug, bus, cub, cup, dug, fun, hut, mud, nut, pup, rub, run, up, us, yum


all, and, be, for, of, the, to, was, we, what

PREVIEW

Explore the word analysis skill. Point to the target word in the title of the reader to reinforce the short vowel sound. Display the keyword-picture card for the letter u.


READ

Support accurate decoding. If students struggle to read a word with short u, model this strategy: Point to each letter, and say the sound the letter makes. Then, run your finger below the letters as you blend the sounds together.


DISCUSS

Which character in the story finds something to eat? (the cub) Which words in the story tell you this? (The cub bit the nut. Yum!)

Why is In the Mud a good title for this book? (All the characters are doing something in the mud.)

How does this story make you feel? Explain why it makes you feel that way. (Student answers will vary.)

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In the MudShort u

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.Text Type: NarrativeWord Analysis Skill: Short eWord Count: 74

All Set in the Pen

All Set in the Pen

All Set in the Pen

TEXT SUMMARY In this story, a farmer tries to make sure the farm animals are secure for the night.

WORD ANALYSIS SKILL

This reader is designed to provide supported practice in reading one-syllable words with short e.

TARGET WORDS bed, bet, fed, get, hen, pen, pet, red, set, ten, wet, yet


all, and, are, has, is, the, they, to, you

PREVIEW

Explore the word analysis skill. Point to the target words in the title of the reader to reinforce the short vowel sound. Display the keyword-picture card for the letter e.


READ

Support accurate decoding. If students struggle to read a word with short e, model this strategy: Point to each letter, and say the sound the letter makes. Then, run your finger below the letters as you blend the sounds together.


DISCUSS

The setting of a story is where and when the events happen. What is the setting of this story? (a farm at night)

Retell the story in your own words using the words first, next, then, and finally. You can use the illustrations to help you remember. (Student answers will vary, but they should retell the events in sequential order.)

What is your favorite part of the story? Explain what you like about it. (Student answers will vary.)

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All Set in the PenShort e

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.Text Type: InformationalWord Analysis Skill: Short Vowel ReviewWord Count: 80

My Job

TEXT SUMMARY This informational text describes a variety of occupations.

WORD ANALYSIS SKILL

This reader is designed to provide supported practice in reading one-syllable words with short vowels.

TARGET WORDS am, big, cut, dig, dog, fix, fun, get, in, jet, job, lap, leg, on, pal, pen, pig, pit, run, win


and, from, have, here, is, my, of, the, there, to, who, with, you

PREVIEW

Explore the word analysis skill. Point to the target words in the reader to reinforce each short vowel sound. Display the keyword-picture cards for the letters a, e, i, o, and u.


READ

Support accurate decoding. If students struggle to read a word with a short vowel, model this strategy: Point to each letter, and say the sound the letter makes. Then, run your finger below the letters as you blend the sounds together.


DISCUSS

Does this book tell a story or give information? (give information) What does this book give information about? (different jobs people have)

What are the words that repeat on each page? (My job is to...Who am I?) What might a page for a teacher say? (My job is to help students learn. Who am I?)

If you could choose to have one of these jobs for a day, which would you choose? Explain your thinking. (Student answers will vary.)

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My JobShort Vowel Review

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.Text Type: NarrativeWord Analysis Skill: Short Vowel ReviewWord Count: 79

On the Bus

BusOn the

TEXT SUMMARY In this story, a girl and her grandmother ride the bus and get to know the other passengers.

WORD ANALYSIS SKILL

This reader is designed to provide supported practice in reading one-syllable words with short vowels.

TARGET WORDS big, bug, bus, can, dog, fun, gab, get, got, hum, it, kid, let, lot, man, on, pet, pup, red, sit, tap, tot, us


and, brown, come, do, go, here, is, that, the, there, we, where, with

PREVIEW

Explore the word analysis skill. Point to the target words in the reader to reinforce each short vowel sound. Display the keyword-picture cards for the letters a, e, i, o, and u.


READ

Support accurate decoding. If students struggle to read a word with a short vowel, model this strategy: Point to each letter, and say the sound the letter makes. Then, run your finger below the letters as you blend the sounds together.


DISCUSS

The setting of a story is where and when the events happen. What is the setting of this story? (a bus during the day)

Retell the story in your own words using the words first, next, then, and finally. Use the illustrations to help you remember. (Student answers will vary, but they should retell the events in sequential order.)

What do you think might happen next? (Student answers will vary.)

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On the BusShort Vowel Review

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.Text Type: InformationalWord Analysis Skill: Consonant BlendsWord Count: 71

Frog Skills

TEXT SUMMARY This informational text describes the appearance and behavior of frogs.

WORD ANALYSIS SKILL

This reader is designed to provide supported practice in reading one-syllable words with consonant blends.

TARGET WORDS and, ants, blend, bugs, damp, fast, frogs, grass, grip, hunt, jump, land, logs, pads, pests, plants, pond, ponds, skills, skin, slugs, spots, swim, trap


are, green, have, live, of, other, some, the, they, yellow

PREVIEW

Explore the word analysis skill. Point to the target words in the title of the reader to reinforce the concept of consonant blends as clusters of two or three letters in which each letter’s sound is heard.


READ

Support accurate decoding. If students struggle to read a word with a consonant blend, model this strategy: Point to each letter, and say the sound the letter makes. Then, run your finger below the letters as you blend the sounds together.


DISCUSS

What facts does the author include about frogs’ bodies? You can look back at the book to help you remember. (damp skin, some green, some yellow, some have spots)

How does the photograph on page 5 help you understand how frogs hunt bugs? (The photograph shows a frog using its long, sticky tongue.)

Share one fact about frogs that you did not know before reading or that you found interesting. Share one question you still have about frogs. (Student answers will vary.)


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.Text Type: InformationalWord Analysis Skill: Consonant Digraphs & TrigraphsWord Count: 90

What Will Hatch?

Hatch?TEXT SUMMARY This informational text describes the young

animals that hatch from the eggs of chickens, ducks, and fish.

WORD ANALYSIS SKILL

This reader is designed to provide supported practice in reading one-syllable words with consonant digraphs or trigraphs.

TARGET WORDS chick, cluck, duck, fish, hatch, quack, shell, splash, thick, this, with


brown, four, from, has, of, three, two, what, yellow

PREVIEW

Explore the word analysis skill. Point to the target word in the title of the reader to reinforce the concept of consonant digraphs and trigraphs as two or three letters that represent one sound. Draw attention to target words in the reader that include consonant digraphs. Display the keyword-picture cards for consonant digraphs and the trigraph -tch.


READ

Support accurate decoding. If students struggle to read a word with a consonant digraph or trigraph, model this strategy: Point to the digraph or trigraph, and say the sound it makes. Then, run your finger below the whole word as you blend the sounds together.


DISCUSS

Which two animals sit on their eggs? (the hen and the duck)

Do you think all of the eggs that are described in this book are exactly the same size? Explain why or why not. (Student answers will vary.)

Can you think of any other animals that lay eggs? How are they similar to the animals in this book? How are they different? (Student answers will vary.)

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What Will Hatch?Consonant Digraphs & Trigraphs

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.Text Type: NarrativeWord Analysis Skill: Silent eWord Count: 96

The Bike Ride

The Bike RideThe Bike RideThe Bike RideThe Bike RideThe Bike RideThe Bike Ride

TEXT SUMMARY In this story, a girl looks forward to riding her bike with a friend until she receives some bad news.

WORD ANALYSIS SKILL

This reader is designed to provide supported practice in reading one-syllable words with a long vowel sound and final silent e.

TARGET WORDS ate, base, bike, broke, gave, hike, Jade, lake, made, mope, Pete, ride, rode, safe, smile, take, time, wave, woke


be, do, down, go, have, he, her, his, is, my, of, out, said, she, the, to, was, we

PREVIEW

Explore the word analysis skill. Point to the target words in the title of the reader to reinforce the concept that when an e occurs after a consonant at the end of a syllable, it usually makes the vowel sound long.


READ

Support accurate decoding. If students struggle to read a word with a long vowel and final silent e, remind them that the e has no sound and makes the first vowel say its name. Model this strategy: Point to the e at the end of the word, and make an arc to the first vowel as you say its name. Then, sound out the word.


DISCUSS

Does this book tell a story or give information? (tell a story) What is the main problem in the story? (Pete’s bike broke down and is in the shop.)

What is the central message or lesson of the story? (Students answers will vary but should be similar to “If something goes wrong, it is helpful to stay positive and look for a solution.”)

Suggest a different title for this book. Explain why your title fits the story. (Student answers will vary.)


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.Text Type: InformationalWord Analysis Skill: Word FamiliesWord Count: 119

Things to Do with String

TEXT SUMMARY This informational text describes a variety of activities that can be done with a ball of string.

WORD ANALYSIS SKILL

This reader is designed to provide supported practice in reading one-syllable words with common ending sounds and letter patterns, such as -all, -ang, -ind, -ing, -old, -ost, and -ull.

TARGET WORDS all, ball, find, fling, fold, hall, hang, hold, kinds, post, pull, ring, small, string, things, wall, wind


are, do, from, of, or, out, some, the, to, you, your

PREVIEW

Explore the word analysis skill. Point to the target words in the title of the reader to reinforce the concept of a word family as a set of words that have the same ending sound and letter pattern. Draw attention to target words in the reader that belong to other word families.


READ

Support accurate decoding. Remind students that some word families (-ind, -old, and -ost) do not follow the closed syllable, short vowel pattern; the vowel sound is long. Other word families with non-phonetic vowel sounds include -all and -ull.


DISCUSS

Does this book tell a story or give information? (give information) What is the main topic of the book? (fun things to do with string)

Based on information in the book, give some examples of fun things you can do with string. You can look back at the book to help you remember. (throw a ball of string to knock over blocks, make a string maze, print your name, do crafts)

Which string activity do you think would be the simplest? Which would be the most challenging? Explain your thinking. (Student answers will vary.)


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.Text Type: NarrativeWord Analysis Skill: Long Vowel TeamsWord Count: 109

The Goat’s Dream

The Goat’s

DreamTEXT SUMMARY In this story, a goat is surprised when it awakens

from a dream.

WORD ANALYSIS SKILL

This reader is designed to provide supported practice in reading one-syllable words with long vowel teams.

TARGET WORDS deep, dream, feel, goat, goats, heels, jay, pain, rain, road, see, seeds, seem, sleep, tail, three, tree, way


any, as, blue, could, down, of, one, out, some, the, to, was, were, what

PREVIEW

Explore the word analysis skill. Point to the target words in the title of the reader to reinforce the concept that two consecutive vowels can team together to make the long sound of the first vowel. Draw attention to target words in the reader that include other long vowel teams. Display the keyword-picture cards for long vowel teams.


READ

Support accurate decoding. If students struggle to read a word with a long vowel team, remind them that the two vowels combine to make the sound of the first vowel. Model this strategy: Point to the vowel team, and say the sound it makes. Then, run your finger below the whole word as you blend the sounds together.


DISCUSS

The setting of a story is where and when the events happen. What is the setting of this story? (outside at the base of a tree during the day)

Retell the story in your own words using the words first, next, then, and finally. Use the illustrations to help you remember. (Student answers will vary, but they should retell the events in sequential order.)

Did the ending of the story surprise you? (Student answers will vary.)

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The Goat’s DreamLong Vowel Teams

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The Goat’s DreamLong Vowel Teams

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.Text Type: InformationalWord Analysis Skill: Two-Syllable WordsWord Count: 112

Magnets and You

Yoand

Magnets

TEXT SUMMARY This informational text describes the properties and uses of magnets.

WORD ANALYSIS SKILL

This reader is designed to provide supported practice in reading two-syllable words with closed, open, or silent e syllables.

TARGET WORDS button, cotton, cupcake, fabric, gumdrop, hidden, inside, magnet, magnets, napkin, object, plastic, pumpkin, robot


are, as, be, come, do, every, is, of, or, other, some, to, what, you

PREVIEW

Explore the word analysis skill. Point to the target word in the title of the reader to reinforce the concept of identifying and blending syllables. Draw attention to target words in the reader that include other syllable types and syllable patterns.


READ

Support accurate decoding. If students struggle to read a two-syllable word, model this strategy: Identify the two syllable types in the word. Point to and sound out each syllable before blending them together to read the whole word.


DISCUSS

Why did the author write this informational book? (to share facts about magnets)

Are all magnets exactly the same? (no) Which sentence from the book best supports your answer? (Magnets come in every shape and size.)

What would you like to know about magnets that is not included in this book? How could you find out more? (Student answers will vary.)


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.Text Type: InformationalWord Analysis Skill: Vowel CombinationsWord Count: 128

Look in the Soil

Look in the

TEXT SUMMARY This informational text describes soil: where it can be found, what lives in it, and what can grow in it.

WORD ANALYSIS SKILL

This reader is designed to provide supported practice in reading one-syllable words with vowel combinations.

TARGET WORDS bread, brown, crawl, down, few, field, food, found, grew, ground, grow, grows, lawn, look, might, out, own, right, row, show, soil, sprouts, wheat, woods


are, be, by, could, go, is, know, live, of, once, or, other, so, some, the, were, what, you, your

PREVIEW

Explore the word analysis skill. Point to the target words in the title of the reader to reinforce the concept that two or more consecutive letters can team together to make one vowel sound. Draw attention to target words in the reader that include other vowel combinations. Display the keyword-picture cards for vowel combinations.


READ

Support accurate decoding. If students struggle to read a word with a vowel combination, remind them that the letters combine to make one vowel sound. Model this strategy: Point to the vowel combination, and say the sound it makes. Then, run your finger below the whole word as you blend the sounds together.


DISCUSS

According to the book, where can you find soil? (Soil can be found if you dig up the ground in a field, a lawn, or the woods.)

Why does the author say, “Soil is full of life”? You can look back at the book to help you remember. (Student answers will vary, but they should mention ants, slugs, snails, and other small creatures.)

How is soil important in your life? (Student answers will vary.)

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Look in the SoilVowel Combinations

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.Text Type: InformationalWord Analysis Skill: R-Controlled VowelsWord Count: 112

What Is a Marsh?

TEXT SUMMARY This informational text describes the characteristics of a marsh and the living things that can be found there.

WORD ANALYSIS SKILL

This reader is designed to provide supported practice in reading one-syllable words with r-controlled vowels.

TARGET WORDS bird, birds, dark, for, harm, marsh, sharp, short, sort, storm, tern, terns, worms


are, both, does, has, is, lives, many, of, one, other, so, the, to, what

PREVIEW

Explore the word analysis skill. Point to the target word in the title of the reader to reinforce the concept that when a vowel is followed by the letter r, the vowel makes a sound that is different from the short vowel sound. Draw attention to target words in the reader that include other vowel-r combinations.


READ

Support accurate decoding. If students struggle to read a word with an r-controlled vowel, model this strategy: Point to the vowel-r combination, and say the sound it makes. Then, run your finger below the whole word as you blend the sounds together.


DISCUSS

According to the book, which reptiles and birds live in a marsh? (ribbon snakes, black terns, and cranes)

How does a marsh help humans? (The reeds and grass can slow down a storm so it does less harm.)

Would you like to visit a marsh? Why or why not? (Student answers will vary.)


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.Text Type: InformationalWord Analysis Skill: Phonics Patterns ReviewWord Count: 119

How We Read

TEXT SUMMARY This informational text describes the process of reading.

WORD ANALYSIS SKILL

This reader is designed to provide supported practice in reading one-syllable words with short vowels, consonant blends, consonant digraphs, silent e, word families, long vowel teams, vowel combinations, or r-controlled vowels, as well as two-syllable words with closed, open, or silent e syllables.

TARGET WORDS —


be, do, is, know, no, of, put, said, so, some, the, those, to, was, what, you, your

PREVIEW

Explore the word analysis skill. Point to the words in the reader that follow previously learned phonics patterns to reinforce any of these concepts.


READ

Support accurate decoding. If students struggle to read a word that follows a previously learned phonics pattern, display any related keyword-picture card(s). Point to the target phoneme and say the sound it makes. Then, run your finger below the whole word as you blend the sounds together.


DISCUSS

To whom is the author talking throughout the book? (you, the reader)

If a friend asked you to describe how reading works, what would you say? You can look back at the book to help you remember. (Student answers will vary, but they should describe the process in sequential order.)

Why do you think it is helpful to know how reading works? (Student answers will vary.)

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How We ReadPhonics Patterns Review

applea

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rainai

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fieldie

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bowow

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boy

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Title Word Analysis Skill Sequence Genre Word Count

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Transcript of Title Word Analysis Skill Sequence Genre Word Count