Fluency - fcrr.org · 2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007) Objective The student will gain speed and accuracy in

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


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


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


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


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


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


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


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


Directions: Cut on dotted lines and thread slide through to show word parts.

Word Part Race F.003.AM1

Fluency


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


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


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


header

YES

NO

Syllable Sprint F.004.AM1

header

Fluency


Syllable SprintF.004.AM2a

ing

ter

ed

tion

er

al

es

re

oth ry

Fluency


Syllable Sprint F.004.AM2b

ex

di

com

con

en

bout

ple

per

un der

Fluency


Syllable SprintF.004.AM2c

ty

peo

af

mer

num

ble

ers

wa

ment pro

Fluency


Syllable Sprint F.004.AM2d

ri

ture

dif

tions

sen

fer

pa

ther

fore est

Fluency


Syllable SprintF.004.AM2e

ei

ent

ev

ca

si

ven

ac

fol

ful na

Fluency


Syllable Sprint F.004.AM2f

col

dis

ny

po

par

ern

cit

cal

mu moth

Fluency


Syllable SprintF.004.AM2g

coun

pe

por

bers

mon

lar

fi

sec

ap stud

Fluency


Syllable Sprint F.004.AM2h

gan

tence

nit

ure

bod

ward

nev

mem

ters cov

Fluency


Syllable SprintF.004.AM2i

de

tle

ar

fa

ver

ber

ma

la

tain ning

Fluency


Syllable Sprint F.004.AM2j

pic

ad

ger

e

im

tween

hap

i

y o

Fluency


Syllable SprintF.004.AM3

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


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


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.


Fluency


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.


Fluency


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.


Fluency


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.


Fluency


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


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


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


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


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


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


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


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


Syllable Speed PracticeF.005.SS


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


Pick-A-PartF.006.AM1a

ay

au

oo

qu

aw

igh

kn

wr

sp squ

Fluency


Pick-A-Part F.006.AM1b

fl

sc

sm

sw

fr

sl

sn

st

scr spl

Fluency


Pick-A-PartF.006.AM1c

pl

tr

bl

cl

pr

tw

br

sk

cr dr

Fluency


Pick-A-Part F.006.AM1d

ch

wh

ph

ow

th

sh

ck

ea

ai ee

Fluency


Pick-A-PartF.006.AM1e

oi

ould

ple

ite

ou

ound

ent

ar

ter tain

Fluency


Pick-A-Part F.006.AM1f

dw

gl

spr

oa

wr

gr

str

oy

ean re

Fluency


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


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


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


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


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


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


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


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


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


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


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


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



a

ag

air

am

act

age

als

an

as at

Fluency



ate

ba

be

bi

au

bat

bet

bles

bor but

Fluency



by

cap

cat

cen

can

car

cate

cent

char ci

Fluency



cial

cle

come

cu

cir

co

cor

cul

cus cy

Fluency



da

day

ders

dy

dan

den

dle

east

ef ence

Fluency



end

et

fac

fin

ered

eve

fect

fish

fix for

Fluency



form

gi

go

great

gen

gle

grand

har

head heav

Fluency



high

hunt

ies

in

ho

ic

il

ings

ion is

Fluency



ish

its

ket

lands

it

jo

land

lat

lead lec

Fluency



lect

less

li

lin

lent

let

light

lo

long low

Fluency



lu

mag

mal

mar

ly

main

man

mat

me meas

Fluency



men

mi

min

mo

ments

mil

mis

mul

my n’t

Fluency



nal

nel

ness

new

near

ner

net

ni

no nore

Fluency



nu

oc

on

op

ob

of

one

or

ous out

Fluency



prac

pen

play

ply

part

pi

ples

point

port pos

Fluency



pre

press

ral

rec

pres

ra

read

rect

rep ried

Fluency



ro

row

sand

sent

round

sa

sat

se

self ser

Fluency



set

side

sion

sis

ship

sim

sions

so

some son

Fluency



sons

stand

sub

sun

south

su

sug

sup

sur ta

Fluency



tal

ted

tem

tend

te

tel

ten

the

ti tic

Fluency



ties

ting

to

ton

tin

tive

tom

tor

tors tra

Fluency



tract

tri

try

tures

tray

tro

tu

u

uer um

Fluency



up

va

var

vi

us

val

vel

vid

vis way

Fluency



west

wil

won

writ

where

win

work

Documents

Fluency - fcrr.org · 2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007) Objective The student will gain speed and accuracy in