ReadingInterventionBinderBeginningReaderWordListsDecodablePAFluency-2 (1).pdf

Table of Contents
Assessments:
• Short Vowel Reading Fluency Pre-assessment ..………………………………………………………………..…………….. p. 3
• Short Vowel Reading Fluency Post-assessment …………………………………………………………………………….. p. 4
Letters:
• Phonogram cards (for visual/auditory drill or blending deck) ……………………………………. pp. 5-21
• b & d reversals ………………………………………………………………….…………………………………………..………………………….. pp. 22-30
• p & q reversals …………………………………………………………………………………………………………………………………………….. pp. 31-39
Phonemic Awareness & Vowel Sorts:
• Phonemic discrimination mat and word lists by vowel (3 phonemes) ………….….…. pp. 40-41
• Phonemic discrimination mat and word lists by vowel (4 phonemes) …………….…. pp. 42-43
• Elkonin Boxes ………………………………………………………………………………………………………………………………………………….. pp. 44-51
• Picture and Word Cards for Vowel Sorts ……….………………..………………………………………………….… pp. 52-91
• CVC Read, Match, and Cover…………………………………………………………………………….……….…………..…………. pp.92-104
Short Vowel Reading Worksheets & Decodables:
• Short a……………………………………………………………………………………………………………………………………….……………….…… pp. 105-119
• Short e ………………………………………………………………………………………………………………………………………………….…… pp. 120-134
• Short i ……………………………………………………………………………………………………………………………………………………….…… pp. 135-149
• Short o ……………………………………………………………………………………………………………………………..……………………….… pp. 150-164
• Short u ……………………………………………………………………………………………………………………………………………….…….…… pp. 165-179
• Closed Syllable …………………………………………………………………………………..……………………………………………….…… pp. 180-196
• VC’CV Syllable Division ………………………………………………………………………………………………….………….…..… pp. 197-204
• FSZL ……….………………………………………………………………………………………………………………………….………………….…… pp. 205-222
• Digraphs (H Brothers) ……………………………………………………………………………………………………………….…… pp. 223-241
• Initial Blends ………………………………………………………………………………………………………………………………….….… pp. 242-264
• -ng/-nk ………………………………………………………………………………………………………………………………..……………….…… pp. 265-286
• Final Blends …………………………………………………………………..………………………………………………………………………… pp. 287-308
• -ck ……………………………..…………………………………………………………………………………………………………………………….…… pp. 309-329
• -tch ……………………………………………………………………………………………………………………………………………………………… pp. 330-348
© 2021 Orton Gillingham Mama 2

© 2021 Orton Gillingham Mama
Short Vowel Pre-Assessment
Give this to your students to read to get a baseline of what skills they know and what skills need to be
taught/reviewed.
ship bet chug
leg trap web
thud lost pang
wet jazz nut
Hank whip shop
notch mud wham
cusp rob grab
snot rack ditch
chip brink club
ring pen pong
miss luck belt
Skill # Correct Skill # Correct Skills To Cover
Short a /7 Digraphs /7
Short e /6 Initial Blends /4
Short i /7 Final Blends /8
Short o /6 FSZL Rule /2
Short u /7 -ck /2
b, d, & p /16 -tch /2

pant tuck huff
Meg rad Seth
blab stink long
witch bell snip
plug whip lost
whim tub patch
mush Tom bank
rub rack dog
chop best thin
song clap tang
chin Stan shop
Skill # Correct Skill # Correct Skills To Cover
Short a /7 Digraphs /7
Short e /6 Initial Blends /6
Short i /7 Final Blends /7
Short o /7 FSZL Rule /2
Short u /6 -ck /2
b, d, & p /16 -tch /2
Short Vowel Post-Assessment
Give this to your students to read to get a baseline of what skills they know and what skills need to be
taught/reviewed.

Phoneme Cards
Print and cut a copy of the phoneme cards for your students. Student says the sound of the letter(s) as he
traces the shape of the letter(s).

Phoneme Cards
tch dge
-ed

Phoneme Cards
augh
ear ough

b and d Student Desk Cards

b and d Reversals Practice
Print, copy, and laminate the b and d letters below. Lay them out in front of your student with a stack of the
b and d Letter Recognition or b and d Words for Reading in this packet. Student reads the word while holding
his left hand in the “thumbs up” position for b-words and holding his right hand in the “thumbs up” position for
d-words. Student reads the word aloud and then sorts it under the correct letter header below.

b and d Reversals:
Letter Recognition Cards
Print, copy, and laminate the b and d letter recognition rows below. Lay one out in front of your student below
the large b and d headers. Student reads the letters across the card while holding his left hand in the “thumbs up”
position for b-words and holding his right hand in the “thumbs up” position for d-words. Or, you may choose to
have the student trace the letters as he reads them with an Expo marker.
d b b d d b d
d d d b b d d
d b d d d b d
b b d d b b b

b and d Reversals:
Print, copy, and laminate the b and d letter recognition rows below. Lay one out in front of your student below
the large b and d headers. Student reads the letters across the card while holding his left hand in the “thumbs up”
position for b-words and holding his right hand in the “thumbs up” position for d-words. Or, you may choose to
have the student trace the letters as he reads them with an Expo marker.
b d b b d b b
b b d d d b d
b d d b b d b
d d b b d d d

b Words for Reading and Sorting
bop bit bat
bug big beg
bad bet rub
rib tub tab
mob web lob

b Words for Reading and Sorting
bop bit bat
bug big beg
bag bet rub
rib tub tab
mob web lob

d Words for Reading and Sorting
dad dig den
dug dot dim
dip dog pad
lad rid rod
wed mud lid

b and d Roll and Write
Student rolls a die. First, she traces the letter of that row and then
she writes the letter in the next blank. See which row gets filled in first!

p and q Student Desk Cards

p and q Reversals Practice
Print, copy, and laminate the p and q letters below. Lay them out in front of your student with a stack of the
p and q Letter Recognition or p and q Words for Reading in this packet. Student reads the word while holding
his left hand in the “thumbs down” position for p-words and holding his right hand in the “thumbs down”
position for q-words. Student reads the word aloud and then sorts it under the correct letter header below.

p and q Reversals:
Print, copy, and laminate the p and q letter recognition rows below. Lay one out in front of your student below
the large p and q headers. Student reads the letters across the card while holding his left hand in the “thumbs
down” position for b-words and holding his right hand in the “thumbs down” position for d-words. Or, you may
choose to have the student trace the letters as he reads them with an Expo marker.
q p p q p q q
p p q q p p q
p q q p p q p
q q p q p q q

p and q Reversals:
Print, copy, and laminate the p and q letter recognition rows below. Lay one out in front of your student below
the large p and q headers. Student reads the letters across the card while holding his left hand in the “thumbs
down” position for b-words and holding his right hand in the “thumbs down” position for d-words. Or, you may
choose to have the student trace the letters as he reads them with an Expo marker.
p q q p q p p
q q p p q q p
q p p q q q p
p p p p q q q

p Words for Reading and Sorting
pup pig pat
peg pom pit
pub pal pet
lip rap top
cup nip pep

q Words (and nonsense words) for Reading and
Sorting
quack queb quin
quob quet quom
quill quat quem
quib quot quag
quig quog quen

p and q Roll and Write
Student rolls a die. First, she traces the letter of that row and then
she writes the letter in the next blank. See which row gets filled in first!

Phonemic Discrimination- 3
Copy the below onto cardstock, laminate, and distribute a row (of green, yellow and red) to each student.
Teacher says a word (list on the next page) and asks where a specific phoneme is. For example, she
might say, “Cup. Where do you hear the /p/ sound?” Remember, ask for the sound, and not the letter.

List of Words for Phonemic Discrimination (3 Phonemes)
Short a Short e Short i Short o Short u
back beg bib bog buff
bag bell big chop bug
bass bet chill cob buzz
bath chess chin dock chug
cab deck dig dot cuff
cat den fill got duck
chap fed fin hop dug
dad fell gill jock fun
fat get hid lock gull
gap hem hip mom hug
had hen hiss nod hut
have jet hitch pop luck
jab mess kick rob mud
jack neck kiss rock much
lack peg lip rot puck
latch pet miss sob rug
math red pitch sock sun
pass sell sick sod thud
patch tell thick tock tub
tack vet wig top tug
wag web zit tot yuck

Phonemic Discrimination- 4
Copy the below onto cardstock, laminate, and distribute a row (of green, yellow, orange, and red) to each
student. Teacher says a word (list on the next page) and asks where a specific phoneme is. For example, she
might say, “List. Where do you hear the /s/ sound?” Remember, ask for the sound, and not the letter.

List of Words for Phonemic Discrimination (4 Phonemes)
Short a Short e Short i Short o Short u
bask bend brick blob brush
baths bled clip blog bugs
black bread crib crop bust
brag chest drip drop club
cast desk ding docks cusp
chaps dread fist floss drug
clap felt flit frog dump
drab fence grit jocks dust
fast hemp hint locks glum
gasp heads hips nobs gust
halt jest kiln nods hump
hang kelp limp plop husk
jacks lend list prop lump
lamp mend mint robs lust
laps press mist rocks must
last rest prick slop munch
mats rent risk slot plus
past sled slim snob runt
pram step swim snot rust
tabs vest trim trod stuck
trap went ting trot truck

Double Decker Elkonin Boxes
How to Use Double Decker Elkonin Boxes
1. Teacher says the word aloud.
2. Student repeats the word.
3. Student taps out each PHONEME in the word.
4. Student places a marker or draws a dot in a gray box for
each PHONEME.
5. Student writes the graphemes below each phoneme box to
spell the word.
6. Student reads the word aloud three times.

EXAMPLE of Regular Word: mail
1. Teacher: The word is mail.
2. Student: mail
3. Student: /m/ /ai/ /l/
4. Student places a marker in a gray box for each PHONEME.
5. Student writes the graphemes below each phoneme box to spell the
word.
6. Student reads the word aloud three times.
m ai l
45

Double Decker Elkonin Boxes

-Place
a
marker
or
dot
a
grey
box
for
each
phoneme.
-Then,
write
the
graphemes
below
each
phoneme
box
to
spell
the
word.
-Lastly,
read
the
word
aloud
three
times
.

Say It, Tap It, Write It, Read It!
Name: ____________________________________ Date: ______________
The teacher dictates a word to the student. The student says the word, taps the sounds, writes the letters
for each sound, and then reads the word aloud.

Name: _______________________________ Date: ___________________

Name: ____________________ Date: ___________
l i p
b r u sh
l a tch
s o ng
r i n k
s t o p
lip
brush
latch
song
rink
stop

Vowel Sorts
Print, cut, and laminate the vowel header mats. Give your students a stack of picture cards. Student says the
word and sorts it under the correct vowel header. This can also be used with the Word Cards in the same way.

Vowel Sorts
Print, cut, and laminate the vowel headers. Give your students a stack of picture cards. Student says the word
and sorts it under the correct vowel header. This can also be used with the Word Cards in the same way.

Vowel Sticks
Print, cut, and laminate the Vowel cards below. Attach them to a popsicle stick for each student. Teacher reads
aloud a word. Student holds up the correct vowel stick. Start with just two sticks and work up to having the
students use all five sticks! For even more movement, lay out the cards on the floor. Students hop to or toss a
bean bag to the correct vowel card.

Rhyme Time- Short u
Collect a stack of picture cards and/or word cards for each Rhyme Time mat. Students sort the cards
under the header picture as either a RHYME or NOT A RHYME. Encourage your students to say the words
aloud to really hear all the sounds.
RHYME
NOT A
RHYME

Rhyme Time- Short o
RHYME
NOT A
RHYME

Rhyme Time- Short a
RHYME
NOT A
RHYME

Rhyme Time- Short e
RHYME
NOT A
RHYME

Rhyme Time- Short i
RHYME
NOT A
RHYME

Rhyme Time
RHYME
NOT A
RHYME

Beginning Sounds Sort
Collect a stack of picture cards and/or word cards for each Beginning Sounds mat. Students sort the cards
under the header picture as YES (same beginning sound) or NO (not the same beginning sound). Encourage your
students to say the words aloud to really hear all the sounds.

Beginning or Ending Sounds Match
Print, laminate, and cut out the headers below. These can be used for matching beginning sounds or
ending sounds. Collect a stack of picture cards for the headers chosen. Students sort the pictures
under the header with the same beginning or ending sound. Encourage your students to say the
words aloud to really hear all the sounds..

Vowel Discrimination
Copy the below onto cardstock and laminate. Cut out a row for each student. Teacher says
a word. Students repeat the word and clip a clothespin to the vowel sound they hear.

Vowel Discrimination
Copy the below onto cardstock and laminate. Scatter the vowels on the floor/desk.
Teacher says a word. Students repeat the word and swat, stomp on, or toss a bean bag to
the vowel sound they hear.
a e
i
o u

Short Vowel Picture and Word Cards
Activities
There are so many ways to use the included Short Vowel Picture cards and corresponding Short Vowel
Word cards. Below are some easy to print and use activities for your students.
1. Memory- I have included a blank game board for you to use. Collect a matching set of 6 pairs of
Short Vowel Picture Cards and Short Vowel Word Cards. Lay them all face down in the board.
Players take turns turning over two cards to see if they can find a picture and word match. The
player with the most matches at the end wins!
2. Read, Match, and Cover- Collect the picture cards for each board. Have your student read a word,
find the matching picture card, and then lay the matching picture card on top of the word. This can
be done with partners taking turns or as an individual activity.
3. Picture Build and Spell- Add a picture card to each space labeled “Picture Card.” Student uses
magnetic letters, playdough, or letter tiles to build and spell the word.
4. Picture Tap and Spell- Add a picture card to the space labeled “Picture Card.” Ask the student to
say the word. Have him pull down a disk, puff ball, or other manipulative as he says each sound.
Then, the student writes the word at the bottom.
5. Vowel Sorts- Give your students a stack of picture cards. Student says the word and sorts it
under the correct vowel header. This can also be used with the Word Cards in the same manner.
6. Rhyme Time- Collect a stack of picture cards and/or word cards for each Rhyme Time mat.
Students sort the cards under the header picture as either a RHYME or NOT A RHYME. Encourage
your students to say the words aloud to really hear all the sounds.
7. Beginning Sounds Sort- Collect a stack of picture cards and/or word cards for each Beginning
Sounds mat. Students sort the cards under the header picture as YES (same beginning sound) or NO
(not the same beginning sound). Encourage your students to say the words aloud to really hear all
the sounds.
8. Beginning or Ending Sounds Match- Print, laminate, and cut out the headers. These can be used for
matching beginning sounds or ending sounds. Collect a stack of picture cards for the headers chosen.
Students sort the pictures under the header with the same beginning or ending sound. Encourage
your students to say the words aloud to really hear all the sounds..

Short Vowel Picture Cards-Short a

Short Vowel Word Cards- Short a
fan
cab
gal
bat
cat
bag
pan
rat
sad
bat
hat
map

Short Vowel Picture Cards- Short e

Short Vowel Word Cards- Short e
wed
leg
web
bed
red
vet
pen
jet
hen
net
ten
men

Short Vowel Picture Cards- Short i

Short Vowel Word Cards- Short i
six
wig
pig
kid
pin
bib
lid
fig
sit
dip
sip
hit

Short Vowel Picture Cards- Short o

Short Vowel Word Cards- Short o
pot
cob
fox
dog
log
rod
pod
box
mop
fog
cot
cop

Short Vowel Picture Cards- Short u

Short Vowel Word Cards- Short u
rug
sun
hug
cup
bug
run
bun
tub
gum
nut
sub
cut

MEMORY Board

Read, Match, and Cover
Collect the picture cards for each board. Have your student read a word, find the matching picture card, and
then lay the matching picture card on top of the word. This can be done with partners taking turns or as an
individual activity.
cab bat fan
rat sad pan
hat map gal
Short Vowel a:

cat bat hat
rat bag map
fan pan gal
Short Vowel a:

bed web leg
vet red wed
net hen jet
Short Vowel e:

men web net
wed ten vet
leg hen pen
Short Vowel e:

lid sip hit
fig sit dip
six pin bib
Short Vowel i:

kid hit fig
sip pig six
dip pin wig
Short Vowel i:

dog fox cob
rod log pot
fog mop box
Short Vowel o:

cot cop pod
box mop fog
pot log rod
Short Vowel o:

bun sub cut
nut gum tub
run bug rug
Short Vowel u:

sun tub gum
hug cut sub
cup rug bug
Short Vowel u:

Picture Build-and-Spell
Add a picture card to each space labeled “Picture Card.” Student uses magnetic letters, playdough, or letter
tiles to build and spell the word.
Picture Here
Picture Here
Picture Here
Picture Here

Picture Tap-and-Spell
Add a picture card to the space labeled “Picture Card.” Ask the student to say the word. Have him pull down a disk,
puff ball, or other manipulative as he says each sound. Then, the student writes the word at the bottom.
**Put this page in a clear protective sleeve. Then your student can spell with an Expo marker and then erase for the
next picture card.
Picture Here
Tap the Sounds
Spell the Word

Write the Word
Add a picture card to the space labeled “Picture Card.” Student spells the word underneath.
**Put this page in a clear protective sleeve. Then your student can spell with an Expo marker and then erase.
Picture Here Picture Here
Picture Here Picture Here

Phoneme Blending (short a)
Student reads each word while fluently moving his finger from dot to dot. Each dot represents a
sound. Use the below words/pages in order. They increase in difficulty as stopped consonants are
added to the beginning of the words. For more multisensory engagement, dot each circle below with
glue. Allow it to dry fully. Then the student will feel each dot as he reads!
m a p s a t
l a p
s a d v a n
n a g

n a b f a t
h a t
r a d w a g
l a g
Phoneme Blending (short a)

c a t b a g
d a d
j a b p a l
g a p
Phoneme Blending (short a)**
** With Stopped consonants at the beginning. These are slightly more difficult to blend.
Student reads each word while fluently moving his finger from dot to dot. Each dot represents a sound. Use
the below words/pages in order. They increase in difficulty as stopped consonants are added to the beginning
of the words. For more multisensory engagement, dot each circle below with glue. Allow it to dry fully. Then
the student will feel each dot as he reads!

t a p c a b
b a d
t a b g a l
p a d
Phoneme Blending (short a)**

CVC Word Lists to Build Fluency
Have your student start at the top of a column. He should read aloud each word as he progresses
down the column. The student can color in a smiley face each time he reads the list. You can add the
date below the smiley face. If he makes an error, bring his attention back to the word. Encourage him
to attend to each sound as he blends them together again. Keep track of his errors so that you can
review those skills next lesson.
**Either print a new copy for your students or keep in a protective sleeve and use an Expo marker!
You can use this as a printed list and keep in a binder…
Or you may choose to print, laminate and cut out each list.

©
2021
Orton
Gillingham
Mama
Short a CVC Words to Read #1

©
2021
Orton
Gillingham
Mama

CVC Short a: Words and Sentences
Read the words on the left and then highlight those words in the sentence to
the right. Read each sentence aloud.
Max bat Max can bat.
cat fat That cat is fat.
can map I can see the map.
Pam nap Pam had a bad nap.
Dan sad Dan is sad.
Stan ran Stan ran to his house.
lad cap The lad has a cap.
ham pan Is the ham in the pan?
tag bag The tag is on the bag.
sat van He sat in the tan van.

Highlight all the short a words before reading.
1. Pam lost her cat.
2. Sal was a great pal.
3. Can we get a tag on the lap?
4. Dad has to see the new act!
5. We did not pack the ham.
6. Sam is in the back of the cab.
7. Can we nab that stack of caps?
8. Pam can gab and be a brat.
9. Tan does not have to be bad.
10. Fax that to the man we call Dan.
CVC Short a Sentences: Words Per Minute
4
9
17
24
30
38
45
52
59
67
Date: _____________
WPM: ____________
Date: _____________
WPM: ____________
Date: _____________
WPM: ____________

Read each sentence. Cut and paste the sentence under the correct picture.
CVC Short a Sentences: Read and Match
Paste here Paste here Paste here
The rat got on
the van.
It is sad that my
dad had to go.
Can you get me a
cab?
Can Pam let Sam
on the bike?
Dan and Jan are
best pals.
I ran, but she
may tag me!

CVC Short a Sentences: Read and Draw
The cat can get the rat.
Pam has to have the pan
of jam.
Cam will have a bad back.
Dad was at the tap with
me.
The dog did wag her tail
and yap!
Highlight all the short a words before reading. Read the sentence and then draw a
picture for each sentence.

CVC Short a Sentences: Read and Write
Read the word. Write a sentence for each word.
van
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
tan
tap
pat

I Can Read with Fluency!
ă
Sam was a cat. Sam was a cat who drove a cab.
Sam was not bad at driving the cab. Sam was great
at driving the cab! Sam always wore a cap when
driving his cab.
One day, Sam saw an ad. The ad was for a cab. The
gal from the ad needed a cab ride. Sam called the
gal and said he could take her in his cab.
So, Sam drove his cab to the gal’s pad. Sam ran to
the gal’s door. When she opened the door, Sam saw
that the gal was a rat. Sam was fine driving the gal
rat. The gal got her hat and bag and they got in the
cab. The gal rat liked to yap and gab as she sat in
the cab. Sam and the gal had a grand time in the
cab. Sam and the gal were now pals.

w e b r e d
s e t
m e n y e t
v e t
Phoneme Blending (short e)

f e d h e m
l e g
y e s n e t
w e t
Phoneme Blending (short e)

b e g j e t
d e n
k e g p e n
g e t
Phoneme Blending (short e)**

p e g t e n
b e d
T e d b e t
p e t
Phoneme Blending (short e)**

©
2021
Orton
Gillingham
Mama
Short e CVC Words to Read #1

©
2021
Orton
Gillingham
Mama

CVC Short e: Words and Sentences
get net Get in the net.
Peg wet Peg needs to get wet.
jet set The jet is set to fly.
hen leg That hen has one red leg.
fell bed I fell into my bed.
Jen pen Jen asked for my pen.
Ben den Ben was in the den.
Fred wed Fred and Pam will wed.
met pet I have never met that pet.
tell vet I can tell she is a vet.

Highlight all the short e words before reading.
1. Ren had to get well.
2. The pen is not red.
3. Ned led me into a web.
4. Peg wants a pet hen.
5. Fred does not like Meg or Peg.
6. Yes, the jet is wet.
7. Can he get the vet?
8. When will Ben see Jen?
9. I saw the ten men in the den.
10. Jed made a mess in the pen.
CVC Short e Sentences: Words Per Minute
5
10
16
21
28
33
38
43
51
58
Date: _____________
WPM: ____________
Date: _____________
WPM: ____________
Date: _____________
WPM: ____________

CVC Short e Sentences: Read and Match
Peg has a red pen.
Get the bug in the
web.
I have a red
sled.
She fed the hen
some seeds.
Set the wet dog
here.
I bet Meg will get
a bed.

CVC Short e Sentences: Read and Draw
Jeff fell on his leg.
The vet let me get a pet!
How did my leg get red?
Ken can rest in the den.
The hen led the men.
Highlight all the short e words before reading. Read the sentence and then draw a

CVC Short e Sentences: Read and Write
red
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
jet
pen
web

ĕ
Ted and Peg are best pals. They met when they
were six. Now they are ten years old. When Peg
asked to play, Ted always said, “Yes!”
One day, Peg and Ted met and ran and ran. Peg bet
Ted that he could not hop over the gap in the creek.
Ted took the bet. Ted ran at the creek and leapt.
Ted’s leg hit a stick and Ted fell. Ted was all wet. His
leg was hurt. Ted let out a big yell. Peg ran to Ted.
Peg could tell that Ted was hurt. But how would Peg
get Ted up from where he fell?
Peg had to get help. Peg ran to get a net. Ted let
Peg get the net under him. Peg made a big tug and
Ted was out! Ted did not yell. Ted was not wet, and
his leg was set. Ted was glad Peg was his pal!

l i d h i m
f i g
y i p n i p
w i t
Phoneme Blending (short i)

w i g r i m
r i g
h i p m i d
f i t
Phoneme Blending (short i)

b i b t i n
d i m
k i d b i t
p i t
Phoneme Blending (short i)**

g i g k i n
p i g
b i d d i g
t i p
Phoneme Blending (short i)**

©
2021
Orton
Gillingham
Mama
Short i CVC Words to Read #1

©
2021
Orton
Gillingham
Mama

CVC Short i: Words and Sentences
hip jig The hip hop is like a jig.
kid fib Do not kid or fib.
hid hill We hid on the hill.
Is bin Is it in the bin?
hit big She can hit with the big bat.
spit kit Do not spit in the kit.
sit bin I can sit on this bin.
kiss sis Did he kiss my sis?
pin win This pin will get us to win!
fix bin Can you fix the bin?

Highlight all the short i words before reading.
1. Its fin hit his big leg.
2. Will you look in the bin for her bib?
3. Did you tip him for the dip?
4. You are my sis and my kin.
5. The dog can not sit on my rib.
6. I can not fit into this wig!
7. I need a sip of milk for the pill.
8. Do not hit the ball or the pin.
9. Did you get this bit of fig?
10. He is a big wig at the store.
CVC Short i Sentences: Words Per Minute
6
15
22
29
37
44
53
61
68
76
Date: _____________
WPM: ____________
Date: _____________
WPM: ____________
Date: _____________
WPM: ____________

CVC Short i Sentences: Read and Match
The big cat will
lick you.
Zip up your bib on
the cliff.
His fin is so big!
My wish is for a
big win.
Take a dip in the
big pool.
Will this hat fit on
Fin?

CVC Short i Sentences: Read and Draw
He hid on the hill.
I sip with my lips.
Do not rip up the gift.
Kip will get a big sip.
Get rid of its gills.
Highlight all the short i words before reading. Read the sentence and then draw a

CVC Short i Sentences: Read and Write
fig
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
sit
pin
wit

ĭ
Sid was a kid. Sid was six. Sid was a big soccer fan.
Sid did a jig when he got to watch a soccer game.
Sid was on a soccer team, but he had to sit for the
game.
One day, Sid’s team got rid of some of their players.
Sid was asked to play. Sid thought, “This is it! If we
win, I will not have to sit for the game.” Sid put on
his kit. It fit him well!
Sid had a pit in his tummy, but Sid said, “We will win!”
Sid did a big kick, and it went in. Sid did it again and
he did not miss. Soon, they had six and the other
team had none. At the end, Sid’s team did win. Sid
did a jig. Sid needed that big win.

w o k h o t
f o g
m o p n o d
l o p
Phoneme Blending (short o)

n o t r o t
s o b
l o g m o d
h o p
Phoneme Blending (short o)

c o d t o p
d o g
g o d j o g
b o g
Phoneme Blending (short o)**

p o p p o t
c o n
j o t t o t
g o t
Phoneme Blending (short o)**

©
2021
Orton
Gillingham
Mama
Short o CVC Words to Read #1

©
2021
Orton
Gillingham
Mama

CVC Short o: Words and Sentences
dog fog My dog is lost in the fog.
Rod mob Is Rod in the mob?
Bob mop Bob can mop and mop.
fox lot Will the fox sleep a lot?
Jon cop Is Jon now a cop?
ox Tom We gave the ox to Tom.
Pop hog Pop had to get the hog.
Todd job Todd got a new job.
Ron nod Ron did a nod.
top box The top of the box is red.

Highlight all the short o words before reading.
1. Jon was not at school.
2. It is his job to mop the floor.
3. Did they rob the shop?
4. My dog will eat like a hog!
5. The cop did not like the big mob.
6. Can you hop on one leg?
7. Why did she sob, but then do a jog?
8. The fog made us not see well.
9. That fox will not eat the dog.
10. Can you get a cod with that rod?
CVC Short o Sentences: Words Per Minute
5
13
18
25
33
39
48
55
62
70
Date: _____________
WPM: ____________
Date: _____________
WPM: ____________
Date: _____________
WPM: ____________

CVC Short o Sentences: Read and Match
That is a lot of
dots!
He got hot on his
jog.
The fox is on the
log.
What is on top of
the box?
That hot dog is
good!
The cob will go in
the pot.

CVC Short o Sentences: Read and Draw
Bob likes to box.
The tot can sob.
He got a cod with a rod.
My pop made me mop.
The sun will make the egg
rot!
Highlight all the short o words before reading. Read the sentence and then draw a

CVC Short o Sentences: Read and Write
cot
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
hot
dog
rob

ŏ
Bob loves to box. Bob used to be a cop. But now his
job is to box. Bob is great when he can box. Bob’s
mom does not like Bob to box. But it is now his job to
box, so she does not sob.
One day, Bob’s mom jogs over to watch him box. Bob
hops up on the ring. Bob jogs in the ring. Bob can
move like a fox. Just before the bell rings, Bob gives
him mom a nod. His mom knows Bob will do well. Bob
bops and bops. Then Bob lands a punch onto the
other boxer. That boxer does not sob, but he falls.
Bob is on top of him. The ref hits the mat ten times.
Bob hops up. Bob wins. Bob jogs in the ring. Bob
nods again to his mom. She is glad that Bob is happy
with his job. Bob will box and win so his mom will not
sob!

n u t y u m
s u n
n u t m u d
r u b
Phoneme Blending (short u)

l u g h u m
f u n
h u t n u n
s u m
Phoneme Blending (short u)

p u p t u g
g u m
d u g c u p
b u d
Phoneme Blending (short u)**

c u t j u g
b u n
p u g j u t
d u b
Phoneme Blending (short u)**

©
2021
Orton
Gillingham
Mama
Short u CVC Words to Read #1

©
2021
Orton
Gillingham
Mama

CVC Short u: Words and Sentences
pug run That pug likes to run.
hut mud Make a hut from mud.
nut bud The nut and bud were small.
bug cup A bug fell in my cup.
fun tub We have fun in the tub.
run mug Don’t run with the mug.
Bud bus Bud was late for the bus.
rug sun We put the rug in the sun.
hug Gus Can I have a hug from Gus?
pug dug The pug dug in the sand.

Highlight all the short u words before reading.
1. Do not cut or gut the fish.
2. Jud was such a dud of a cat.
3. My gut tells me to get the nut.
4. We can have fun in the sun!
5. Rub the tub with the suds.
6. Tug on her bun and she will cry.
7. Will he run from the cub or not?
8. Yum, this gum is so good.
9. I can’t lug this hull in the sand.
10. The nun will not have any fun here.
CVC Short u Sentences: Words Per Minute
7
15
23
30
36
44
52
58
66
74
Date: _____________
WPM: ____________
Date: _____________
WPM: ____________
Date: _____________
WPM: ____________

CVC Short u Sentences: Read and Match
The mug is on the
rug.
Don’t fuss when
Mom hugs you.
Can you rub the
nut?
Gus will sit in the
hot sun.
A sub is in the
mud.
He did not run on
the bus.

CVC Short u Sentences: Read and Draw
Rub this on your cut.
The hut can get hot.
That bug is in the jug.
There is a hum in the
drum.
My bud gave me a sub.
Highlight all the short u words before reading. Read the sentence and then draw a

CVC Short u Sentences: Read and Write
mud
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
hug
sun
rub

ŭ
Bud was a cub who lived in a hut. The hut was made
from mud. Bud dug and dug in the mud. He had fun
in the mud.
Bud’s mom would bug Bud to meet some new pals.
Bud did not want to meet a new pal. But one day,
Bud met a pug. The pug was not a dud, and he did
not bug Bud. The pug was fun! Bud and the pug dug
and dug in the mud. Bud asked the pug to come to
his hut for lunch. Bud got a jug and poured two cups
of milk. Bud and the pug cut a sub. They ate the
subs with hot buns.
When Bud and the pug were done, they did hug. Bud
did not fuss, but he wanted to see the pug again.
The pug said, “I will be back up to this hut. We will
have fun!” Bud was happy he now had a pal.

Closed
Syllable

CLOSED SYLLABLE
• A closed syllable ends with a consonant.
• The vowel sound is short.
• The consonant “closes the door” and keeps
the vowel short.
_______________________ _______________________
_______________________ _______________________
With what type of letter does a closed syllable end?
______________________________________________________________________
What vowel sound is in a closed syllable? Circle below:
Short Long

m u g h a m
f a n
h i t h o g
l e t
Phoneme Blending (mixed vowels)

l a b r u t
f i n
m u g n a g
h e n

r u g m o p
w i n
f a n m e t
f i x

d i b p a n
c a b
j o b p e t
t u b
Phoneme Blending (mixed vowels)**

k i n c a n
d o t
B o b b i n
b e t

g a b b a n
b i b
g u t d o t
g e t

CVC Short Vowels: Words and Sentences
pig pen The pig is in the pen.
Pat tin Pat has a tin of gum.
cut hot Cut the hot ham.
rat hut There is a rat in the hut.
dog pet My dog likes me to pet him.
rug den Get the rug in the den.
Sam box Can Sam fit in the box?
cat dig Will your cat dig and dig?
jet big The jet will be very big!
lug jug Help me lug the jug.

Highlight all the CVC Short vowel words before reading.
1. I got too much sun on my legs.
2. Did you put nuts in with the jam?
3. Rip open the gift, but do not tip it!
4. Dad can not putt, but he can hit it.
5. They did lug the log off the dock.
6. Jan was sad to see Ken go to bed.
7. Can Dan fix the cab and the jet?
8. Pam hit the ball into his fat mitt.
9. I sat up from my nap in the den.
10. Is that a pen or a pin in Meg’s wig?
CVC Short Vowel Sentences: Words Per Minute
8
16
25
34
42
51
59
67
76
86
Date: _____________
WPM: ____________
Date: _____________
WPM: ____________
Date: _____________
WPM: ____________

CVC Short Vowel Sentences: Read and Match
This tan pup is a
dog.
Gus has a red hat
with dots.
He is in a big tub.
The red jam is in
the buns.
The pig is big and
fat!
We can sit in the
hot sun.

CVC Short Vowel Sentences: Read and Draw
Nan can sit on the bed.
They can not fix my hip.
Kip will want a hug from
Pam.
Rip that off her cut!
Can you get that bug on
the cup?
Highlight all the short vowel words before reading. Read the sentence and then
draw a picture for each sentence.

CVC Short Vowel Sentences: Read and Write
cot
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
pat
gum
hit

Closed Syllable
Pam had a big pup. He was a lab pup. His name was
Jet. Jet was such a good pup. Jet could sit, play
tug, and he would not get a cat. Jet was Pam’s pet,
and he would sit in her lap.
One day, Jet got hot. He hopped on top of the dock.
He did not jog a lot, but then Jet fell off the dock.
Jet was all wet! Jet got out of the water and did a
big shake. Jet set off back for Pam’s house. On his
way, Jet got in the mud.
When Jet walked in Pam was in the kitchen. Pam
looked at Jet. Pam was not mad, and she did not
fuss. She got a mop and got up all the mud. Pam
then put Jet in the tub. Jet got a bath. Jet was not
muddy. So, Jet got to his bed and took a nap. What
a day with Jet and Pam!

VC’CV Syllable
Division
rabbit

VC’CV Syllable Division
The “Rabbit” Rule”
• When 2 consonants come between 2 vowels,
divide between the 2 consonants.
• If more than 2 consonants come between 2
vowels, keep the digraphs and blends
together.
____rab bit________ _______________________
_______________________ _______________________
What type of syllable is the first syllable in a VC’CV pattern?
________________________________________________________________________
What would the vowel sound be in the first syllable of a VCCV? Circle
below:
Short Long

VC’CV Syllable Division: Words and Sentences
Divide and read the words on the left. Then highlight those words in the
sentence to the right. Read each sentence aloud.
rabbit mammal A rabbit is a mammal.
happen dentist Do I happen to know a dentist?
mittens Aspen I need mittens in Aspen.
Dennis dollop Dennis wants a dollop of jam.
sandals tennis Don’t wear sandals to tennis.
random magnet I got this random magnet.
insist gossip I insist that you not gossip.
dental tonsil I need dental work on my tonsil.
mallet mantel The mallet is on the mantel.
lesson Dallas We will learn a lesson in Dallas.

Divide and highlight all the VC’CV words before reading.
1. My cotton pants are not tan.
2. Hammond is top in his class.
3. Do you happen to have any muffins?
4. The button on my bag was intact.
5. The man gave us a lesson on jets.
6. Is your can in the bottom of the box?
7. Did you say hello to Mr. Patton?
8. We will pack a picnic basket.
9. Did they get the fossil from the vet?
10. That puppet sure does look like Sam!
VC’CV Sentences: Words Per Minute
6
12
19
26
34
43
50
56
64
71
Date: _____________
WPM: ____________
Date: _____________
WPM: ____________
Date: _____________
WPM: ____________

VC’CV Sentences: Read and Match
His rabbit likes to
eat carrots.
Can we have a
gallon of milk?
The cannon will be
our signal.
Have sips of this
for your hiccups.
Get your helmet
for the job.
Will that cactus
cut me?

VC’CV Sentences: Read and Draw
Can you please get me a
napkin?
What lesson will we get
today?
That muffin is big!
The kitten is at the vet.
Will he gallop or jog?
Divide and highlight all the VC’CV words before reading. Read the sentence and
then draw a picture for each sentence.

VC’CV Sentences: Read and Write
Divide and read the word. Write a sentence for each word.
magnet
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
puppet
helmet
fabric

VCCV
Pippin and his sis, Ellen, were off to visit their uncle.
He wanted them to come for a picnic. Their uncle
lived in a cabin in the forest. Pippin and Ellen did not
know how to locate the cabin, but their pony knew
the way.
So, Ellen and Pippin set off into the forest with their
pony. The pony lead them up a crazy, tiny path. But
soon, they spotted the cabin. Their uncle had set up
a pretty picnic. He laid out a fabric blanket for them
all to sit on. He also put out plastic cups and napkins.
Pippin pulled out all the food from the picnic basket.
They had hot dogs, melon, salad, and chicken. What
a splendid dinner! Just as the picnic ended, Pippin
and Ellen got to see the sunset. This was the
perfect picnic with their uncle.

FSZL Rule
“Fuzzy Zebra”

FSZL Rule
“Fuzzy Zebra”
• After a short vowel, double the final
f, s, z, l.
____fuzz____________ _______________________
_______________________ _______________________
After what type of vowel will you double the final f, s, z, l? Circle below:
Short Long

Phoneme Blending (FSZL)
f i zz s a ss
m a ss
r a zz m i ff
f i ll

m i ss p a ss
b e ll
f u zz k i ss
j a zz

s e ll t o ss
c u ff
f u ss t i ll
b u zz

Word Lists to Build Fluency
Have your student start at the top of a column. He should read aloud each word as he progresses
down the column. The student can color in a smiley face each time he reads the list. You can add the
date below the smiley face. If he makes an error, bring his attention back to the word. Encourage him
to attend to each sound as he blends them together again. Keep track of his errors so that you can
review those skills next lesson.
**Either print a new copy for your students or keep in a protective sleeve and use an Expo marker!
You can use this as a printed list and keep in a binder…
Or you may choose to print, laminate and cut out each list.

FSZL Words and Sentences
off sill Get off of the sill!
boss gruff Our boss can be a gruff.
puff fizz There is a puff and a fizz.
chill pill She needs a chill pill.
stiff fell I was stiff when I fell.
toss mess Toss that into the mess.
Jill moss Jill did sit on the moss.
buzz off I hope the bug will buzz off!
miss jazz I will miss that jazz riff.
pass doll Can you pass me the doll?

Highlight all the FSZL words before reading.
1. My boss has a big staff of ten.
2. Pass Ruff the ball and then we will win!
3. I will huff and puff up the tall hill.
4. Was her pal ill or was she not ill?
5. Do not whiff when you kick the ball.
6. That is just a bit of fuzz on the sill.
7. Mom will fuss when she sees the mess.
8. My doll fell off the bed and hit a hat.
9. We had to kiss the gill of the fish.
10. Do not stuff the grass into the well.
FSZL Sentences: Words Per Minute
8
17
26
35
43
53
61
71
80
88
Date: _____________
WPM: ____________
Date: _____________
WPM: ____________
Date: _____________
WPM: ____________

FSZL Sentences: Read and Match
Her doll has a blue
dress.
Can you fill the
cup to the top?
We will get bass
in the pond.
Did the bell get
you up at ten?
Will she kiss me
with those lips?
Does he hiss when
he is mad?

FSZL Sentences: Read and Draw
Jen can run up the hill.
Did you pass that test?
Jack and Jill fell.
Was that a buzz from the
bee?
Can Jeff get a new hat?
Highlight all the FSZL words before reading. Read the sentence and then draw a

FSZL Sentences: Read and Write
fuss
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
------------------------------------------------------------------------
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
------------------------------------------------------------------------
hill
jazz
huff

Roll-and-Read-
FSZL
Roll
a
die
and
read
that
column
of
words.
toss
fuzz
Tess
tell
puff
doll
218
ruff
biff
sass
mill
tell
buzz
yell
miss
jazz
fuss
pass
off
buzz
hiss
bull
buff
fuzz
call
boss
fizz
sell
pill
jiff
mess
jazz
puff
mass
bell
off
kiss

Roll-a-Word
Print a copy of the word card mats in the following pages. Cut out individual
word cards. To play, pick a card. Then roll a die and complete the task for
the number on the die.
Tap out the number of sounds in the
word.
Use your word in a sentence.
Make a rhyme with the word.
What is the last sound in the word?
What is the middle sound in the word?
What is the first sound in the word?
219

off
miss
tell
jazz
buzz
mill
cuff
kiss
lass
will
dill
cuff
puff
razz
bell
less
FLOSS/ FSZL rule
220

fuzz
bass
mess
fizz
jiff
miss
buff
toss
pass
bill
hill
daff
huff
fuss
well
Bess
FLOSS/ FSZL rule
221

FSZL
Bess was a gal who liked to sell her dill chips.
Everyone loved Bess’s dill chips. Each week, Bess
would fill her cart with the dill chips. She would pull
it up the hill to sell the dill chips at the market. Bess
was buff and she could pull it all by herself.
One day, Bess could tell she was not well. Was she
ill? Bess did not want to make a fuss, but she was
just not well. Bess could not pass the day without
selling her dill chips. So, Bess took a pill, and she did
not feel as ill. Bess said, “I will get the dill chips up
the hill!”
Bess got some help to fill the cart with the dill chips.
She made a huff and a puff as she went up the hill.
When Bess got to the top of the hill, the bell rang.
Bess was so happy to sell her dill chips and not to be
ill!

H-Brothers
Digraphs

H-Brothers Digraphs
• Digraphs are a group of letters that work
together to make a new sound.
_______________________ ____________________
CH SH
Chester Shawn
Thad Whalen
______________________ _____________________
TH WH

Phoneme Blending (Digraphs)
sound. For more multisensory engagement, dot each circle below with glue. Allow it to dry fully. Then
ch i p g u sh
sh i p ch a t
th u d
wh i p

m a th sh o p
wh e n
m u sh th a t
ch i n

sh i n b a th
wh i m
ch a p w i th
r u sh

H-Brothers: Words and Sentences
rash mesh I got a rash from the mesh.
chum fish Get some chum for the fish.
When thin When did you get so thin?
dish thud My dish fell and made a thud.
rush shut Don’t rush to shut the door.
stash cash Where did you stash the cash?
shot moth He shot the big moth.
when rich When did she get so rich?
Whit wham Whit hit it with a wham!
She ranch She will work on the ranch.

ReadingInterventionBinderBeginningReaderWordListsDecodablePAFluency-2 (1).pdf

ReadingInterventionBinderBeginningReaderWordListsDecodablePAFluency-2 (1).pdf

Recommandé

Recommandé

Contenu connexe

Dernier

Dernier (20)

En vedette

En vedette (20)

ReadingInterventionBinderBeginningReaderWordListsDecodablePAFluency-2 (1).pdf