Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Letter-Sound CorrespondenceLetter-Sound Mix-Up
F.001
Extensions and Adaptations Say letter name and sound. Time how long it takes to pronounce all sounds. Say all possible sounds during the timing for c, g, s, x, y, and all vowels.
Objective The student will gain speed and accuracy in recognizing letter-sounds.
Materials Letter-sound sheets (Activity Master F.001.AM1a - F.001.AM1b) Some letters have more than one sound (e.g., c, g, s, x, y, and all vowels). It is suggested that when timing, students say only one sound per letter. There are two versions of the sheets (i.e., 1 and 2). Students may use either one or both. Make two copies of each sheet and laminate. Sounds correct per minute record (Activity Master F.001.AM2) Timer (e.g., digital) Pencils Vis-à-Vis® markers
ActivityStudents take turns identifying sounds of letters in a timed activity. 1. Place two copies of the letter-sound sheets and timer at the center. Provide each student with a sounds correct per minute record. 2. Taking turns, student one sets the timer for one minute and tells student two to “begin.”3. Student two goes across the page, points to each letter, and says sound of letter (e.g., points to the letter “b,” says /b/). Student one follows on his copy and uses a Vis-à-Vis® marker to draw a line through any letters that are mispronounced. If all sounds are pronounced, go back to the top and continue until timer goes off.4. Student two counts number of sounds pronounced correctly and records on his sounds correct per minute record.5. Repeat the activity at least two more times attempting to increase speed and accuracy.6. Reverse roles.7. Peer evaluation
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Letter-Sound Mix-Up F.001.AM1a
c
k
x
y
d
a
l
u
l
e
j
x
x
a
n
u
c
k
i
y
o
f
y
d
f
b
i
z
m
v
h
w
q
d
r
v
p
e
o
s
j
t
p
v
t
c
g
h
r
v
h
w
g
b
n
z
f
k
m
f
1.
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
a
w
d
t
o
r
e
u
k
f
s
e
y
i
f
n
k
h
f
g
w
m
c
r
v
h
m
v
j
l
d
n
t
d
y
q
t
p
e
x
a
u
b
s
o
c
v
z
j
u
b
g
p
s
z
i
x
b
q
l
Letter-Sound Mix-UpF.001.AM1b
2.
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Letter-Sound Mix-Up F.001.AM2
Sounds Correct Per Minute
letter-sounds 1st try
2nd try
3rd try
4th try
5th try
letter-sounds
letter-sounds
letter-sounds
letter-sounds
Sounds Correct Per Minute
letter-sounds 1st try
2nd try
3rd try
4th try
5th try
letter-sounds
letter-sounds
letter-sounds
letter-sounds
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
ObjectiveThe student will gain speed and accuracy in recognizing letter-sounds.
Materials Digraph-diphthong practice sheets (Activity Master F.002.AM1a - F.002.AM1b) Digraphs presented are: ay, ea, oa, au, ai, oo, ee, aw, ph, sh, th, ch, wh, kn, ck. Diphthongs presented are: oy, oi, ow, and ou. There are two versions of the sheets (i.e., 1 and 2). Students may use either one or both. Note: Some letter combinations have more than one sound (e.g., “ea” as in eat, head, break; “ow” as in now, row; “ou” as in out, four, you, country; “th” as in think, this; “oo” as in foot, boot, floor; “ch” as in chin, chorus, chivalry; “ai” as in bait and said). It is suggested that, when timing, students say only one sound per letter combination. Sounds correct per minute record (Activity Master F.001.AM2) Timer (e.g., digital) Pencils
ActivityStudents take turns identifying digraphs and diphthongs in a timed activity.1. Place the digraph-diphthong practice sheets and timer at the center. Provide each student with a sounds correct per minute record. 2. Taking turns, students practice reading the digraphs and diphthongs aloud to each other.3. Student one sets the timer for one minute and tells student two to “begin.”4. Student two reads across the page while student one follows on his copy and uses a Vis-à-Vis® marker to mark any digraphs and diphthongs that are read incorrectly. If all on the sheet are read, go back to the top and continue reading. Continues until timer goes off.5. Student one marks the last digraph or diphthong read and counts the number read correctly.6. Student two records the number of digraphs or dipthongs read correctly on his record.7. Repeat the activity at least two more times attempting to increase speed and accuracy.8. Reverse roles.9. Peer evaluation
Letter-Sound CorrespondenceDigraph and Diphthong Dash
F.002
Extensions and Adaptations Use the mixed letter-sound, digraph, diphthong sheet 3 (Activity Master F.002.AM2). Say all possible sounds during the timing for the digraphs (i.e., ea, ow, ou, th, oo, ch, ai). Use teacher-made practice sheets with repeating words containing target digraphs and diphthongs (e.g., meat, wheat, seal, mean, treat, seal, meat, treat, wheat, mean).
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Digraph and Diphthong Dash F.002.AM1a
ea
ou
th
ph
ow
ch
oo
aw
au
sh
aw
sh
oa
ch
oo
oy
kn
ai
ck
ea
ck
oa
ch
oa
wh
ai
ck
aw
ay
ck
ee
ay
th
ow
ck
oy
ow
sh
ee
ea
sh
ou
oi
wh
ou
ee
ea
ph
ay
au
oi
oa
wh
au
ch
kn
ai
ea
oi
ay
1.
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Digraph and Diphthong DashF.002.AM1b
ou
ph
kn
aw
au
th
ea
ou
ow
ou
wh
ay
ch
oy
ck
ea
ck
oo
oa
ch
oa
ph
oi
au
ai
aw
ee
ay
th
ck
wh
ai
kn
ck
sh
th
sh
ea
oi
wh
ou
ee
ow
sh
ch
aw
ay
ea
au
oa
ch
ph
ai
oi
ay
au
wh
ck
oo
ee
2.
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Digraph and Diphthong Dash F.002.AM2
oo
b
n
th
f
x
g
t
ai
y
v
aw
aw
sh
ea
u
ou
th
i
r
ee
oy
d
p
o
z
ay
ow
h
e
au
oy
oa
ch
l
ea
ay
oi
w
wh
j
ph
k
sh
v
ou
sh
h
m
ck
a
au
c
ai
s
q
d
kn
aw
r
3.
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Extensions and Adaptations Make other strips using target word parts and words.
Objective The student will gain speed and accuracy in reading word parts.
Materials Word part car slides (Activity Master F.003.AM1) These consist of the 37 most common rimes and common prefixes and suffixes. Copy on card stock and laminate. Cut on dotted lines to thread strips. Word part strips (Activity Master F.003.AM2a - F.003.AM2b) Cut and laminate. Thread the strips in the word part car slides so that word parts show. Timer (e.g., digital)
ActivityStudents quickly read word parts by using a race car slide. 1. Place the word part car slides threaded with strips and the timer at the center.2. Taking turns, student one sets the timer for one minute and tells student two to “begin.” 3. Student two moves the strip through the slide as he reads each word part. Chooses additional slides with strips and continues reading until the timer goes off. 4. Reverse roles and continue activity attempting to read all slides within one minute.5. Peer evaluation
Word PartsWord Part Race
F.003
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Directions: Cut on dotted lines and thread slide through to show word parts.
Word Part Race F.003.AM1
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
ore
unk
ing
oke
ain
an
in
ate
ay
ight
ail
ice
ale
ir
ap
ack
ide
uck
op
ug
ing
ake
ell
ame
or
ock
est
mid
trans
de
Word Part RaceF.003.AM2a
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
ash
ine
aw
ick
ump
ill
eat
ank
ip
at
er
es
ty
ed
ic
ful
ness
ly
less
ment
en
mis
im
re
un
de
in
pre
il
dis
Word Part Race F.003.AM2b
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
ObjectiveThe student will gain speed and accuracy in reading syllables.
Materials YES and NO header cards (Activity Master F.004.AM1) Copy on colored construction and laminate. Syllable cards (Activity Master F.004.AM2a - Activity Master F.004.AM2j) There are 100 common non-word syllables. Some syllables have more than one pronunciation (e.g., “ty” as in Tyrone and party; “ger” as in geranium and hunger; “ar” as in artist and dollar). It is suggested that when timing, students say only one sound per syllable. Note: All open syllables are pronounced with a long vowel sound. The syllable “peo” is pronounced /pe/ as in people. Syllables correct per minute record (Activity Master F.004.AM3) Timer (e.g., digital) Pencils
ActivityStudents quickly read syllables in a timed activity.1. Place timer and header cards at the center. Stack the set of syllable cards face down and provide each student with a syllables correct per minute record. 2. Taking turns, student one sets the timer for one minute, turns a card over, and prompts partner to read the syllable. 3. If the syllable is read correctly, the student places the card in a pile on the “YES” card. If the syllable is read incorrectly, places it in a pile on the “NO” card. 4. Continue the activity until the timer rings. Count the syllable cards in the “YES” pile and record the number on the syllables correct per minute record. Read cards in “NO” pile together.5. Repeat the activity at least two more times attempting to increase speed and accuracy.6. Reverse roles.7. Peer evaluation
Extensions and Adaptations Use practice sheets containing common non-word syllables. There are approximately 20 different syllables presented on each sheet (Activity Master F.004.AM4a - F.004.AM4e). Use syllables provided at end of Word Parts (Activity Master F.CS.001 - F.CS.027).
Word PartsSyllable Sprint
F.004
Syllable SprintF.004.AM3
Syllables Per Minute
syllables1st try
2nd try
3rd try
4th try
5th try
syllables
syllables
syllables
syllables
“ment!”
header header
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
header
YES
NO
Syllable Sprint F.004.AM1
header
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable SprintF.004.AM2a
ing
ter
ed
tion
er
al
es
re
oth ry
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable Sprint F.004.AM2b
ex
di
com
con
en
bout
ple
per
un der
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable SprintF.004.AM2c
ty
peo
af
mer
num
ble
ers
wa
ment pro
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable Sprint F.004.AM2d
ri
ture
dif
tions
sen
fer
pa
ther
fore est
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable SprintF.004.AM2e
ei
ent
ev
ca
si
ven
ac
fol
ful na
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable Sprint F.004.AM2f
col
dis
ny
po
par
ern
cit
cal
mu moth
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable SprintF.004.AM2g
coun
pe
por
bers
mon
lar
fi
sec
ap stud
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable Sprint F.004.AM2h
gan
tence
nit
ure
bod
ward
nev
mem
ters cov
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable SprintF.004.AM2i
de
tle
ar
fa
ver
ber
ma
la
tain ning
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable Sprint F.004.AM2j
pic
ad
ger
e
im
tween
hap
i
y o
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable SprintF.004.AM3
Syllables Correct Per Minute
Syllables Correct Per Minute
syllables1st try
2nd try
3rd try
4th try
5th try
syllables
syllables
syllables
syllables
syllables1st try
2nd try
3rd try
4th try
5th try
syllables
syllables
syllables
syllables
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable Sprint F.004.AM4a
ver
oth
es
di
ing
al
re
ex
al
e
oth
ter
tion
o
er
de
er
ed
o
en
bout
ed
ing
tion
ter
ing
en
com
i
es
oth
di
com
er
o
ry
ry
i
ed
bout
y
e
de
bout
de
es
re
ver
y
re
ex
e
al
ter
tion
ver
com
di
ex
i
1.
common non-word syllables
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable SprintF.004.AM4b
un
pro
mer
con
ple
tle
ble
ment
af
der
un
ple
u
ple
ment
ble
con
ber
af
pro
ar
ers
ty
per
ty
per
ma
ber
per
ty
ers
ar
ber
ment
tle
peo
tle
peo
ers
ar
un
num
mer
ma
ble
mer
wa
num
wa
ri
num
der
af
der
peo
wa
ri
con
ri
pro
2.
common non-word syllables
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable Sprint F.004.AM4c
ture
ther
ei
ev
ture
ther
ei
ev
ture
ther
fa
ther
fer
fore
n’t
ac
fer
fore
n’t
ac
fer
fore
ven
tions
dif
est
si
ca
dif
est
si
ca
dif
est
ca
fol
pa
fa
ent
fol
pa
fa
ent
fol
pa
fa
ei
ac
sen
tions
la
ven
sen
tions
la
ven
sen
tions
ev
fore
3.
common non-word syllables
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable SprintF.004.AM4d
po
ning
lar
coun
na
dis
cal
coun
cit
ful
tain
ning
pic
na
im
col
tain
ern
mu
mon
col
im
par
na
pe
mu
ful
cit
ning
ny
moth
pe
coun
lar
po
mu
par
moth
ern
cal
col
cit
pic
lar
dis
mon
pic
moth
tain
ny
mon
dis
ful
par
po
im
cal
ern
mu
pe
4.
common non-word syllables
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable Sprint F.004.AM4e
ure
sec
hap
bod
fi
ad
ward
ters
ap
gan
ward
stud
tween
por
ger
bers
tween
hap
cov
bers
ger
por
ters
por
ters
nit
gan
ap
sec
gan
nev
ger
bod
hap
ure
nit
tence
nev
fi
ad
ap
bod
ure
nit
cov
mem
tween
nev
ward
stud
mem
cov
por
stud
tence
mem
ad
fi
sec
tence
5.
common non-word syllables
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
ObjectiveThe student will gain speed and accuracy in reading syllables.
Materials Syllable speed practice sheets (Activity Master F.005.AM1a - F.005.AM1f) Each sheet has a different syllable type (i.e., open, closed, r-controlled, VCE, vowel teams, cons-le). Select target practice sheet. Twenty syllables are presented on each page. Make two copies of each sheet and laminate. Note: All vowels are pronounced long on the open syllable sheet. Syllables correct per minute graph (Activity Master F.005.SS) Timer (e.g., digital) Vis-à-Vis® markers
ActivityStudents quickly read syllables by doing timed practices.1. Place two copies of the target syllable speed practice sheet and timer at the center. Provide each student with a syllables correct per minute graph. 2. Taking turns, students practice reading the syllables aloud to each other before beginning the timing.3. Student one sets the timer for one minute and tells student two to “begin.”4. Student two reads across the page while student one follows on his copy and uses a Vis-à-Vis® marker to draw a line through any syllables that are read incorrectly. If all the syllables on the sheet are read, go back to the top and continue reading.5. When the timer goes off, student one marks the last syllable read. Counts the number of syllables read correctly.6. Student two graphs number of syllables read correctly on his syllables correct per minute graph.7. Repeat the activity at least two more times attempting to increase speed and accuracy.8. Reverse roles. 9. Teacher evaluation
Extensions and Adaptations Use practice sheet containing all six syllable types (Activity Master F.005.AM2). Use advanced graphs with more fluent readers (Activity Master F.025.SS2 and F.025.SS3).
F.005 Word PartsSyllable Speed Practice
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable Speed Practice F.005.AM1a
cap
lin
ock
eck
ton
ump
ock
cap
kin
ton
lish
ent
dom
en
ank
ent
ess
ug
lin
lish
lin
ess
ock
eck
lish
son
ug
op
kin
ank
bit
ill
cap
ug
ank
ill
tic
ton
ump
ill
ent
ash
eck
op
en
dom
tic
op
bit
kin
ess
ash
en
tic
dom
son
ash
ump
bit
son
1.
closed syllables
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable Speed PracticeF.005.AM1b
re
ne
spa
de
hi
pe
pu
wa
be
pi
du
ne
ba
vo
du
bo
ha
fli
se
ti
mu
fa
we
pra
me
di
be
fi
le
pa
wo
ru
da
pu
ti
go
de
ra
co
mu
fo
tu
di
bo
ha
se
sho
tu
he
te
fi
fa
ru
go
la
pre
fi
vo
ma
bi
2.
open syllables
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable Speed Practice F.005.AM1c
or
ir
ar
er
ir
er
urb
arm
er
ir
erb
ar
ir
art
ur
orn
ar
irk
er
ir
ur
ard
urp
art
ar
ur
erm
ir
erd
ar
ork
ur
ar
ur
irm
urn
ur
ar
or
ur
or
ur
ir
ark
arn
er
or
arm
er
or
ird
ar
urt
orn
art
er
ir
or
irt
er
3.
r-controlled syllables
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable Speed PracticeF.005.AM1d
ate
ote
ife
use
aze
ipe
ale
ete
ice
ove
ile
uke
ire
ene
ape
ide
uke
one
oke
ube
ave
ike
eve
ate
obe
ive
ode
ame
ine
ede
ute
ake
oke
afe
une
ove
ume
ade
ule
eve
ole
ace
ive
ite
ude
ede
ite
ime
ede
ube
ete
ope
ene
uge
ibe
ove
ete
use
ote
ube
4.
vowel-consonant-e syllables
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable Speed Practice F.005.AM1e
oat
ay
aid
eed
ait
eal
oe
eet
ie
ail
eam
eel
een
own
oan
own
each
ook
ead
aid
eem
oa
oat
eem
ood
eep
ead
aw
ay
ain
ood
oan
oup
eak
ay
eap
ait
ood
oal
oof
eek
eet
air
own
eal
eet
ook
aw
eam
ie
oan
ail
oe
oon
eep
oop
oam
oad
oon
ain
5.
vowel team syllables
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable Speed PracticeF.005.AM1f
kle
gle
ple
dle
zle
ple
dle
dle
kle
ble
dle
ple
zle
kle
dle
cle
ple
ble
cle
gle
zle
cle
kle
tle
dle
fle
ble
fle
ble
kle
gle
ble
ble
gle
zle
fle
gle
zle
fle
gle
cle
zle
fle
tle
kle
fle
gle
cle
ble
ple
kle
gle
dle
gle
zle
kle
dle
ple
ble
kle
6.
consonant -le syllables
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable Speed Practice F.005.AM2
arm
bout
ex
dis
de
pe
bout
own
ble
dis
de
ame
ink
un
num
bo
est
ex
ing
fi
oat
fi
oke
com
ite
oat
ing
oke
un
ame
ink
dis
ex
bout
num
est
de
com
fi
ple
ble
com
num
bo
un
ite
own
ing
est
ame
ble
own
oat
ite
oke
ple
ink
ar
ple
bo
7.
all syllable types
Name
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Syllable Speed PracticeF.005.SS
Syllables Correct Per Minute
595857565554535251504948474645444342414039383736353433323130
60
1st try 2nd try 3rd try 4th try 5th try
Fluency
2006 The Florida Center for Reading Research (Revised July, 2007) 2-3 Student Center Activities: Fluency
ObjectiveThe student will gain speed and accuracy in recognizing letter-sounds and word parts.
Materials Letter-sound and word part cards (Activity Master F.006.AM1a - F.006.AM1f) These cards consist of common consonant digraphs, vowel digraphs, diphthongs, initial blends, and a sampling of syllables. Some letter combinations have more than one sound (e.g., oo as in foot, boot, floor; ea as in eat, head, break; ar as in car, dollar; ch as in chin, chorus, chivalry). It is suggested that students say only one sound per letter combination when doing this activity.
ActivityStudents quickly identify letter-sounds and word parts in a card game.1. Place letter-sound and word part cards in a stack face down at the center.2. Working in pairs, students sit side-by-side and place up to 15 letter-sound and word part cards face up in rows.3. Student one looks at the cards, says a sound or word part, and counts to five silently while student two quickly finds, points, and says the sound or word part. 4. If the word part is identified before the count of five, student two picks up the card. Student two replaces the card with a new letter-sound or word part card. If the letter-sound or word part card is not identified, student one points to the card and says another letter-sound or word part. 5. Reverse roles and continue until all cards have been identified.6. Peer evaluation
Extensions and Adaptations Use words, phrases, or short sentences. Use word part cards as flash cards.
Word PartsPick-A-Part
F.006
“tain”
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Pick-A-PartF.006.AM1a
ay
au
oo
qu
aw
igh
kn
wr
sp squ
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Pick-A-Part F.006.AM1b
fl
sc
sm
sw
fr
sl
sn
st
scr spl
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Pick-A-PartF.006.AM1c
pl
tr
bl
cl
pr
tw
br
sk
cr dr
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Pick-A-Part F.006.AM1d
ch
wh
ph
ow
th
sh
ck
ea
ai ee
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Pick-A-PartF.006.AM1e
oi
ould
ple
ite
ou
ound
ent
ar
ter tain
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Pick-A-Part F.006.AM1f
dw
gl
spr
oa
wr
gr
str
oy
ean re
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
ObjectiveThe student will gain speed and accuracy in reading affixes.
Materials Affix Zip practice sheets (Activity Master F.007.AM1a - F.007.AM1d) These sheets consist of common prefixes and suffixes. Select target practice sheet (i.e., prefix, suffix). Make two copies of each sheet and laminate. It is suggested that when timing, students say only one sound per affix. Affixes correct per minute record (Activity Master F.007.AM4) Timer (e.g., digital) Vis-à-Vis® markers Pencils
ActivityStudents quickly read affixes by doing timed practices.1. Place two copies of the target affix zip practice sheet(s) and timer at the center. Provide each student with an affixes correct per minute record.2. Taking turns, students practice reading the affixes aloud to each other.3. Student one sets the timer for one minute and tells student two to “begin.”4. Student two reads across the page while student one follows on his copy and uses a Vis-à-Vis® marker to mark any affixes that are read incorrectly. If all the affixes on the sheet are read, go back to the top and continue reading.5. When the timer goes off, student one marks the last affix read. Counts the number of affixes read correctly.6. Student two records the number of affixes read correctly on his record.7. Repeat the activity at least two more times attempting to increase speed and accuracy.8. Reverse roles. 9. Teacher evaluation
Extensions and Adaptations Use mixed affix practice sheet (Activity Master F.007.AM2). Use affixes and words practice sheets (Activity Master F.007.AM3a - F.007.AM3b).
F.007 Word PartsAffix Zip
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Affix Zip F.007.AM1a
re
im
il
re
fore
ir
non
mis
un
il
em
pre
dis
en
non
un
anti
semi
im
de
sub
dis
trans
mid
super
semi
over
sub
em
in
mis
in
under
anti
super
ir
mid
em
mid
trans
super
en
ir
pre
ir
inter
en
inter
anti
inter
de
pre
under
dis
over
de
trans
fore
mid
ir
1.
prefixes
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Affix ZipF.007.AM1b
over
re
semi
sub
trans
un
super
un
re
im
re
de
il
ir
en
em
non
over
mis
pre
inter
fore
in
pre
de
trans
semi
un
trans
super
sub
semi
re
pre
non
trans
non
mis
ir
inter
in
im
fore
en
em
dis
over
il
de
dis
em
fore
il
im
in
inter
ir
non
un
dis
2.
prefixes
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Affix Zip F.007.AM1c
al
er
ment
ful
ty
ing
est
er
es
en
y
or
ible
ous
ly
less
ful
y
ly
al
able
or
tion
ful
ed
est
en
ment
ation
less
tion
ity
ive
ed
ic
less
able
ive
er
est
al
ic
ness
ly
or
tion
ible
ous
ing
al
ic
ive
es
ness
ed
ation
ing
ity
able
ty
3.
suffixes
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Affix ZipF.007.AM1d
ship
er
ment
ful
ist
ing
ar
ish
er
ent
or
ful
ible
ar
ly
less
ism
ship
ible
hood
able
ist
like
ment
ed
est
ess
ish
ation
ess
ly
est
ent
ed
hood
ness
ation
or
ful
ible
ish
ism
like
ly
ment
ness
able
est
able
ness
est
ette
ent
ness
ed
ation
ing
ism
ing
ar
4.
suffixes
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Affix Zip F.007.AM2
est
un
non
im
or
ly
sub
ful
ly
sub
pre
ful
ment
sub
less
dis
non
est
trans
dis
able
dis
ing
ness
ly
re
pre
ness
less
ness
un
over
est
trans
non
est
able
dis
over
est
pre
ed
able
ing
ed
re
over
im
ed
trans
ing
ful
dis
ment
re
or
ment
un
less
dis
5.
prefixes and suffixes
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
undo
reheat
invisible
impossible
disable
enjoy
nonslip
overact
mislead
precut
unable
refill
indirect
impure
disappoint
enlarge
nonfiction
overbake
mislocate
preplan
unlike
return
incorrect
imperfect
disobey
enlist
nonstop
overflow
misread
preschool
uneven
rewind
infinite
impatient
disagree
encounter
nonsense
overcame
mistreat
preheat
un-
re-
in-
im-
dis-
en-
non-
over-
mis-
pre-
Affix ZipF.007.AM3a
6.
prefixes and words
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Affix Zip F.007.AM3b
chains
wishes
dragged
covering
friendly
cleaner
actor
rusty
loudest
armful
books
catches
ended
reaching
safely
teacher
collector
tricky
straightest
playful
streets
glasses
asked
teaching
kindly
jogger
sailor
summery
shortest
wonderful
cubes
mixes
brushed
matching
mostly
singer
visitor
needy
biggest
peaceful
-s
-es
-ed
-ing
-ly
-er
-or
-y
-est
-ful
7.
suffixes and words
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Affix ZipF.007.AM4
Affixes Correct Per Minute
affixes1st try
2nd try
3rd try
4th try
5th try
affixes
affixes
affixes
affixes
Affixes Correct Per Minute
affixes1st try
2nd try
3rd try
4th try
5th try
affixes
affixes
affixes
affixes
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
This list is comprised of 337 common syllables found in the 5,000 most frequent English words. 100 are non-word syllables and can be found in card format with activity F.004.
The remaining 237 can be found in card format following this listing. Some of these 237 syllables may actually be words. However, for these activities, they are intended to be used as syllables. For example, the letters “t-r-y” spell the word “try,” but they also represent the second syllable in the word “coun-try.”
Furthermore, there are instances when a syllable will have more than one pronunciation. The syllable “dy” can be pronounced /de/ as in candy, or /di/ as in “dynamite.” In addition, all syllables ending with a vowel are pronounced with a long vowel sound (e.g., “t-a” is pronounced /ta/).
It is up to the judgment and expertise of the teacher regarding how and when to introduce the syllables in the classroom as well as how to pronounce them during the activities. It is suggested, however, that during timings only one pronunciation be required.
1. a2. ac3. act4. ad5. af6. ag7. age8. air9. al10. als11. am12. an13. ap14. ar15. as16. at17. ate18. au19. ba20. bat21. be 22. ber23. bers24. bet25. bi26. ble27. bles28. bod29. bor30. bout31. but32. by33. ca34. cal
35. can36. cap37. car38. cat 39. cate40. cen41. cent42. char43. ci44. cial45. cir46. cit47. cle48. co49. col50. com51. come52. con53. cor54. coun55. cov56. cu57. cul58. cus59. cy60. da61. dan62. day63. de64. den65. der66. ders67. di68. dif
Common Syllables F.CS.001
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Common SyllablesF.CS.002
69. dis70. dle71. dy72. e73. east74. ed75. ef76. el77. en78. ence79. end80. ent81. er82. ered83. ern84. ers85. es86. est87. et88. ev89. eve90. ex91. fa92. fac93. fect94. fer95. fi96. fin97. fish98. fix99. fol100. for101. fore102. form
103. ful104. gan 105. gen106. ger107. gi108. gle109. go110. grand111. great112. hap113. har114. head115. heav116. high117. ho118. hunt119. i120. ic121. ies122. il123. im124. in125. ing126. ings127. ion128. is129. ish130. it131. its132. jo133. ket134. la135. land136. lands
137. lar138. lat139. lead140. lec141. lect142. lent143. less144. let145. li146. light147. lin148. lo149. long150. low151. lu152. ly153. ma154. mag155. main156. mal157. man158. mar159. mat160. me161. meas162. mem163. men164. ment165. ments166. mer167. mi168. mil169. min170. mis
171. mo172. mon173. moth174. mu175. mul176. my177. n’t178. na179. nal180. near181. nel182. ner183. ness184. net185. nev186. new187. ni188. ning189. nit190. no191. nore192. nu193. num194. ny195. o196. ob197. oc198. of199. on200. one201. op202. or203. oth204. ous
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Common Syllables
205. out206. pa 207. par208. prac209. parc210. pe211. pen212. peo213. per214. pi215. pic216. play217. ple218. ples219. ply220. po221. point222. por223. port224. pos225. pre226. pres227. press228. pro229. ra230. ral231. re232. read233. rec234. rect235. rep236. ri237. ried238. ro
239. round240. row241. ry242. sa243. sand244. sat245. sent246. se247. sec248. self249. sen250. ser251. set252. ship253. si254. side255. sim256. sion257. sions258. sis259. so260. some261. son262. sons263. south264. stand265. stud266. su267. sub268. sug269. sun270. sup271. sur272. ta
F.CS.003
273. tain274. tal275. te276. ted277. tel278. tem279. ten280. tence281. tend282. ter283. ters284. the285. ther286. ti287. tic288. ties289. tin290. ting291. tion292. tions293. tive294. tle295. to296. tom297. ton298. tor299. tors300. tra301. tract302. tray303. tri304. tro305. try306. tu
307. ture308. tures 309. tween310. ty311. u312. uer313. um314. un315. up316. ure317. us318. va319. val320. var321. vel322. ven323. ver324. vi325. vid326. vis327. wa328. ward329. way330. west331. where332. wil333. win334. won335. work336. writ337. y
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Common SyllablesF.CS.004
a
ag
air
am
act
age
als
an
as at
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Common Syllables F.CS.005
ate
ba
be
bi
au
bat
bet
bles
bor but
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Common SyllablesF.CS.006
by
cap
cat
cen
can
car
cate
cent
char ci
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Common Syllables F.CS.007
cial
cle
come
cu
cir
co
cor
cul
cus cy
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Common SyllablesF.CS.008
da
day
ders
dy
dan
den
dle
east
ef ence
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Common Syllables F.CS.009
end
et
fac
fin
ered
eve
fect
fish
fix for
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Common SyllablesF.CS.010
form
gi
go
great
gen
gle
grand
har
head heav
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Common Syllables F.CS.011
high
hunt
ies
in
ho
ic
il
ings
ion is
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Common SyllablesF.CS.012
ish
its
ket
lands
it
jo
land
lat
lead lec
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Common Syllables F.CS.013
lect
less
li
lin
lent
let
light
lo
long low
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Common SyllablesF.CS.014
lu
mag
mal
mar
ly
main
man
mat
me meas
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Common Syllables F.CS.015
men
mi
min
mo
ments
mil
mis
mul
my n’t
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Common SyllablesF.CS.016
nal
nel
ness
new
near
ner
net
ni
no nore
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Common Syllables F.CS.017
nu
oc
on
op
ob
of
one
or
ous out
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Common SyllablesF.CS.018
prac
pen
play
ply
part
pi
ples
point
port pos
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Common Syllables F.CS.019
pre
press
ral
rec
pres
ra
read
rect
rep ried
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Common SyllablesF.CS.020
ro
row
sand
sent
round
sa
sat
se
self ser
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Common Syllables F.CS.021
set
side
sion
sis
ship
sim
sions
so
some son
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Common SyllablesF.CS.022
sons
stand
sub
sun
south
su
sug
sup
sur ta
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Common Syllables F.CS.023
tal
ted
tem
tend
te
tel
ten
the
ti tic
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Common SyllablesF.CS.024
ties
ting
to
ton
tin
tive
tom
tor
tors tra
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Common Syllables F.CS.025
tract
tri
try
tures
tray
tro
tu
u
uer um
Fluency
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Common SyllablesF.CS.026
up
va
var
vi
us
val
vel
vid
vis way
Fluency
2-3 Student Center Activities: Fluency2006 The Florida Center for Reading Research (Revised July, 2007)
Common Syllables F.CS.027
west
wil
won
writ
where
win
work