Advanced Phonics Fluency - Darke County Education Service Center
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Fourth and Fifth Grade Student Center Activities Advanced Phonics and Fluency Produced by the Florida Center for Reading Research Copyright ©2007 Florida Department of Education 371-96443-6SP01 4-5 Student Center Activities Acknowledgements We would like to thank the following individuals and organizations for their contributions to this project. Just Read, Florida! Office at the Florida Department of Education Evan Lefsky, Ph.D. Barbara Elzie, M.A. Cari Miller, M.A. 4-5 Development Team at FCRR Marcia Kosanovich, Ph.D. Teresa Logan, M.S. Connie Weinstein, M.Ed. Kelly Magill, M.S. Curriculum Review Team at FCRR Georgia Jordan, M.S. Michelle Wahl, M.S. Mary Van Sciver, M.S. Lila Rissman, M.S. Elissa Arndt, M.S., CCC Technology Services at FCRR Peter Lenkway, Ph.D. Kristopher Roehrig-Bice, B.F.A. Matt Hoak, B.S. J.P. Cooper, B.S. Technical Projects Group at FCRR Karl Hook, M.S. Danny Brooke, B.S. Assessment Programs at FCRR Randee Winterbottom, M.S. Tricia Curran, Ph.D. FCRR Staff Joseph Torgesen, Ph.D. Don Cook, B.A. Meghann Montgomery, B.A. Professional Development DVD Production Ryan Ziglar, Video Production Manager Marilyn Jackson-Rahming, Principal, Pineview Elementary, Tallahassee, Florida Barbara Mitchell, Reading Coach, Pineview Elementary, Tallahassee, Florida Harriet Waas, Fourth Grade Teacher, Pineview Elementary, Tallahassee, Florida Venesha Reed, Fourth Grade Teacher, Pineview Elementary, Tallahassee, Florida Keyvette Pendleton, Fourth Grade Teacher, Pineview Elementary, Tallahassee, Florida 4-5 Student Center Activities 2007 The Florida Center for Reading Research 4-5 Student Center Activities 2007 The Florida Center for Reading Research 4-5 Student Center Activities 4-5 Student Center Activities Introduction During the spring 2004 Florida Reading First school site visits, staff from the Florida Center for Reading Research (FCRR) determined that teachers may benefit from classroom materials that would be immediately useful in implementing independent Student Center Activities. In 2004-2005, a team of teachers at FCRR reviewed current research, collected ideas, and created materials for use in kindergarten and first grade classrooms. These Student Center Activities (K-1 Project), Teacher Resource Guide, and accompanying Professional Development DVD can be accessed at: http://www.fcrr.org/activities/. In 2005-2006, a team of teachers at FCRR reviewed current research, collected ideas, and created materials for use in second and third grade classrooms. These Student Center Activities (2-3 Project), Teacher Resource Guide and accompanying Professional Development DVD can be accessed at: http://www.fcrr.org/ Curriculum/studentCenterActivities23.htm. As the K-1 and 2-3 Projects were implemented in Reading First schools and many other schools across Florida, requests came for Student Center Activities for grades four and five. In 2006-2007, FCRR developed Student Center Activities for fourth and fifth grades (4-5 Project). The 4-5 Project includes a DVD containing Professional Development and three books: 1. Advanced Phonics and Fluency Student Center Activities 2. Vocabulary and Comprehension Student Center Activities 3. Teacher Resource Guide (accompanied by a DVD) The first two books contain Activity Plans and Activity Masters ready for immediate use in classrooms. The third book is an informative guide offering important insights on differentiated instruction and how to use the Student Center materials. When considering Florida’s formula, 5 + 3 + ii + iii = No Child Left Behind, please note that four of the five reading components are covered in the Fourth and Fifth grade Student Center Activities. The Activities will directly support your efforts to provide effective initial instruction, because they will help you provide differentiated instruction to meet the needs of every child. I hope you and your students enjoy these activities, Marcia L. Kosanovich, Ph.D. Director of Curriculum and Instructional Projects Florida Center for Reading Research 4-5 Student Center Activities 2007 The Florida Center for Reading Research 4-5 Student Center Activities 2007 The Florida Center for Reading Research 4-5 Student Center Activities 4-5 Student Center Activities Contents Advanced Phonics Variant Correspondences AP.001 Homophone Bingo! AP.002 Domino Duo AP.003 Sound Choice AP.004 Double Time AP.005 Star Search AP.006 Word-O-Matic AP.007 The Write Word Syllable Patterns AP.008 Syllable Game AP.009 Syllable Score AP.010 Syllable Sort AP.011 Syllable Swap AP.012 Syllable Map-It AP.013 Select Syllables Morpheme Structures AP.014 Compound Construction AP.015 Inflection Reflection AP.016 Affix Sort AP.017 Four Word AP.018 Affix Fit AP.019 Embellished Words AP.020 Root Hoot AP.021 If the Clue Fits AP.022 Word Way 4-5 Student Center Activities 2007 The Florida Center for Reading Research 4-5 Student Center Activities Contents Fluency Word F.001 F.002 F.003 F.004 F.005 F.006 F.007 F.008 Parts/Words Speedy Syllables Affix Wiz Root Rap Word Part Rush Quick Sort Give Me Five Read Speed Quick Words Phrases/Chunked Text F.009 Fleeting Phrases F.010 Phrase Haste F.011 Reading Chunks F.012 Division Decisions F.013 Chunk It Up Connected Text F.014 Practice and Read F.015 Reading Twosome F.016 Reading Results F.017 Echo Echo F.018 Follow My Lead F.019 Cast of Readers F.020 Impressive Expressive F.021 Poetic License F.022 Compu-Read F.023 Read Along F.024 Fluent Reflections 2007 The Florida Center for Reading Research 4-5 Student Center Activities Advanced Phonics Variant Correspondences AP.001 Homophone Bingo! Objective The student will identify variant correspondences in words. Materials Bingo cards (Activity Master AP.001.AM1a - AP.001.AM1b) Each card has different words. Homophone word cards (Activity Master AP.001.AM2a - AP.001.AM2b) Activity Students match homophones by playing a bingo-type game. 1. Place the word cards face down in a stack. Provide each student with a different bingo card. 2. Taking turns, students select the top card and read the word (e.g., arc). 3. Look for the matching homophone on the bingo card. If there is a match, spell each word and state the difference in the spelling pattern. For example, “Arc is spelled a-r-c and ark is spelled a-r-k. The /k/ sound is spelled with a ‘c’ in one word and a ‘k’ in the other.” Place the word card on the corresponding word on the bingo card (e.g., ark). 4. If no match, return card to the bottom of the stack. 5. The game is finished when one bingo card is covered with word cards and a student says “Homophone Bingo!” 6. Peer evaluation Homophone Bingo! arc ark cent find guest bre brake ak steal homophone seam grown chews herd tier coarse homophone Extensions and Adaptations Record the homophones and circle the spelling differences (Activity Master AP.001.SS1a - AP.001.SS1b). Make other bingo and corresponding word cards (Activity Masters AP.001.AM3, AP.001.AM4). Write sentences to demonstrate the meanings of the homophones. 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.001.AM1a Homophone Bingo! Homophone Bingo! ark cent find guest brake steal seam grown chews herd tier coarse 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.001.AM1b Homophone Bingo! Homophone Bingo! locks cymbal chord knows rain piece higher doe chute hanger hear soar 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.001.AM2a Homophone Bingo! arc homophone guessed homophone seem homophone heard homophone scent homophone break homophone groan homophone tear homophone fined homophone steel homophone choose homophone course homophone homophone word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.001.AM2b lox homophone nose homophone hire homophone hangar homophone Homophone Bingo! symbol homophone rein homophone dough homophone here homophone cord homophone peace homophone shoot homophone sore homophone homophone word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Name AP.001.SS1a Homophone Bingo! Homophone Bingo! ark cent find guest brake steal seam grown chews herd tier coarse 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.001.SS1b Homophone Bingo! Homophone Bingo! locks cymbal chord knows rain piece higher doe chute hanger hear soar 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics Homophone Bingo! AP.001.AM3 Homophone Bingo! 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.001.AM4 Homophone Bingo! blank word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics Variant Correspondences AP.002 Domino Duo Objective The student will identify variant correspondences in words. Materials Domino cards (Activity Master AP.002.AM1a - AP.002.AM1b) Activity Students match same consonant sounds that are spelled differently by playing a domino game. 1. Scatter domino cards face up on a flat surface. 2. Taking turns, student one places the START domino on the table and reads the word on the other end of the domino (i.e., locket). 3. Looks at underlined letters and states consonant sound (i.e., /k/). Selects domino with the same underlined consonant sound and reads word (i.e., pelican). Connects it to the domino. 4. Student two reads the word on the other side of the domino (i.e., blizzard), identifies the sound for the underlined letter or letters (i.e., /z/), finds the domino with a matching consonant sound, and reads word (i.e., compose). Connects it to the domino. 5. Continue until all the dominoes are connected. 6. Peer evaluation re object pub lic spag compose paragraph marks hett START locket i pelican blizzard Extensions and Adaptations Fill in the variant correspondences to complete the word (Activity Master AP.002.SS). Make other dominoes (Activity Master AP.002.AM2a - AP.002.AM2b). 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics compose paragraph wax knuckle center sign essay pelican blizzard Domino Duo gruff START locket AP.002.AM1a START/locket, pelican/blizzard, compose/paragraph, gruff/essay, center/knuckle, sign/wax 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics hiked STOP rapid kettle wreath guide postage object remarks spaghetti public pollute AP.002.AM1b Domino Duo remarks/object, postage/kettle, hiked/pollute, public/spaghetti, guide/wreath, rapid/STOP 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.002.SS Domino Duo sna__e /k/ bri__ turn__ /d/ __ong /j/ /r/ crack__ /t/ __ife /n/ __ertain choo__ __aw villa__ cli__ publi__ /s/ /n/ /m/ 4-5 Student Center Activities: Advanced Phonics /z/ /j/ /k/ 2007 The Florida Center for Reading Research Advanced Phonics AP.002.AM2a START Domino Duo blank dominoes 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics Domino Duo STOP AP.002.AM2b blank dominoes 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics Variant Correspondences AP.003 Sound Choice Objective The student will identify variant correspondences in words. Materials Word cards (Activity Master AP.003.AM1a - AP.003.AM1c) Game board (Activity Master AP.003.AM2a - AP.003.AM2b) Whiteboards Game pieces (e.g., counters) Vis-à-Vis® markers Activity Students spell words and state diphthongs (i.e., ou, ow, oi, oy) by playing a board game. 1. Place the game board and game pieces on a flat surface. Place the word cards face down in a stack on the game board. Provide each student with a whiteboard and Vis-à-Vis® marker. 2. Taking turns, student one selects the top card from the stack (without revealing it). Reads word aloud to student two (e.g., “moisture”). 3. Student two writes the word on the whiteboard and underlines the diphthong (i.e., oi). Student one verifies the spelling. 4 If correct, student two places game piece on the next space that has the same diphthong on the game board. If incorrect, game piece remains on original spot. Return card to the bottom of the stack. 5. Reverse roles and continue until both students reach the end. 6. Peer evaluation “The word is ‘moisture’ and the diphthong is spelled o-i.” moisture moisture Extensions and Adaptations Make other word cards to play game (Activity Master AP.003.AM3). Use selected diphthong to make words (Activity Master AP.003.AM4). Record on paper. Play new game by using other target words and variant correspondences on game board (Activity Master AP.003.AM5a - AP.003.AM5b). 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.003.AM1a Sound Choice disappoint moisture turmoil sirloin poison appoint destroy employ word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics Sound Choice AP.003.AM1b joyful voyage pronounce discount doghouse background announce surround word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.003.AM1c Sound Choice chowder hometown crowded allow royal disloyal downhill powder word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.003.AM2a Sound Choice START oi oi ou oy ow ou oy ou ow oy oi 2007 The Florida Center for Reading Research ow oi 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.003.AM2b Sound Choice oy END oi, oy, ou, ow ow ou ow oi ou ow oy oy oi oi oi oy ow 4-5 Student Center Activities: Advanced Phonics ou ou oy ow 2007 The Florida Center for Reading Research Advanced Phonics Sound Choice AP.003.AM3 blank word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics i o o y 4-5 Student Center Activities: Advanced Phonics Sound Choice ow ou AP.003.AM4 2007 The Florida Center for Reading Research Advanced Phonics AP.003.AM5a Sound Choice cards START 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.003.AM5b Sound Choice END 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics Variant Correspondences AP.004 Double Time Objective The student will identify variant correspondences in words. Materials Vowel spelling patterns for long vowel sounds tent card (Activity Master AP.004.AM1) Note: This is not a comprehensive listing of long vowel spelling patterns. These are the spelling patterns used in this activity. Copy on card stock, cut out, and fold in half. Header cards (Activity Master AP.004.AM2) Word cards (Activity Master AP.004.AM3a - AP.004.AM3e) Laminate. Vis-à-Vis® markers Activity Students write corresponding spelling patterns for long vowels in multisyllabic words. 1. Place header cards face up in a row. Place word cards face down in a stack. Place the tent card so each student can see it. Provide each student with a Vis-à-Vis® marker. 2. Taking turns, students select the top card from the stack and read the word using the long vowel sound found at the bottom of the card (e.g., / ē /, b__tw__n, between). 3. Write the different vowel patterns in the blanks with the Vis-à-Vis® marker until the correct spelling patterns are determined (e.g., between). Note: Some words have three blanks, but only two spelling patterns. Refer to vowel spelling pattern tent card, as needed. 4. Place word card in column under matching header card. 5. Continue until all cards are sorted. 6. Point to and read words in entire column starting with header card. 7. Peer evaluation / a / / e / header / o / header header header o o yi e a a v__c__t__ e / u / header u __z__n__ e sk__l__n__ am__s__ e /o/ /a/ /u/ ds rns for Long Vowel Soun Vowel Spelling Patte / a / / e / a a_e ai ay ea e ee e_e ea y ie ei i i_e igh y / o / / u / o o_e oa oe ow ew u u_e ue b__tw__n e ee /e/ Extensions and Adaptations Record words and circle the vowel spelling patterns (Activity Master AP.004.SS1). Identify vowel sound, write pattern, and sort (Activity Master AP.004.AM4a - AP.004.AM4c). Write the correct vowel for the schwa sound (/ /) (Activity Master AP.004.SS2). Make other word cards (Activity Master AP.004.AM5). e 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.004.AM1 Double Time a a_e ai ay ea e ee e_e ea y ie ei / a / / e / i i_e igh y o o_e oa oe ow ew u u_e ue / o / / u / Vowel Spelling Patterns for Long Vowel Sounds Vowel Spelling Patterns for Long Vowel Sounds / a / / e / a a_e ai ay ea e ee e_e ea y ie ei 4-5 Student Center Activities: Advanced Phonics i i_e igh y / o / / u / o o_e oa oe ow ew u u_e ue 2007 The Florida Center for Reading Research Advanced Phonics AP.004.AM2 Double Time / a / header / e / header / o / header header / u / header header header cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.004.AM3a Double Time pl__m__t__ /a/ d__br__k /a/ r__lw__ /a/ tr__lbl__z__ /a/ v__c__t__ /a/ word cards - playmate, daybreak, railway, trailblaze, vacate 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.004.AM3b Double Time c__ling /e/ d__l__t__ /e/ l__f__ /e/ b__l__f /e/ b__tw__n /e/ word cards - ceiling, delete, leafy, belief, between 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.004.AM3c Double Time tw__l__t sk__l__n__ n__tt__m__ f__n__t__ h__l__t word cards - twilight, skyline, nighttime, finite, highlight 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.004.AM3d Double Time __z__n__ /o/ r__b__t /o/ h__m__gr__n /o/ __b__ /o/ sl__p__k__ /o/ word cards - ozone, rowboat, homegrown, oboe, slowpoke 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.004.AM3e Double Time __tility /u/ curf__ /u/ contin__ /u/ am__s__ /u/ b__gle /u/ word cards - utility, curfew, continue, amuse, bugle 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Name 5. 5. 5. 5. 4. 4. 4. 4. 4. 3. 3. 3. 3. 3. 2. 2. 2. 2. 2. 1. 1. 1. 1. 1. / o / / u / / a / / e / 5. AP.004.SS1 Double Time 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.004.AM4a Double Time rec__ pt term__t__ upr__t g__gantic envel__ p__ word cards - answers: receipt, termite, upright, gigantic, envelope 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.004.AM4b Double Time maint__n estim__t__ n__ture breez__ s__weed word cards - answers: maintain, estimate, nature, breezy, seaweed 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.004.AM4c Double Time pr__ton sh__lders __niform parach__t__ j__el word cards - proton, shoulders, uniform, parachute, jewel 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Name AP.004.SS2 Double Time banan__ arithm__tic penc__l radi__m cal__ndar __riginal sens__tive probl__m /e/ /e/ /e/ /e/ /e/ /e/ cany__n /e/ f__miliar /e/ /e/ /e/ magnesi__m /e/ 2007 The Florida Center for Reading Research /e/ __nother 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.004.AM5 Double Time blank word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics Variant Correspondences AP.005 Star Search Objective The student will identify variant correspondences in words. Materials R-controlled vowel spelling patterns tent card (Activity Master AP.005.AM1) Copy on card stock, cut out, and fold in half. Word cards (Activity Master AP.005.AM2a - AP.005.AM2b) Whiteboards Vis-à-Vis® markers Activity Students write words with r-controlled vowel sounds using the correct spelling pattern. 1. Place the word cards face down in a stack. Place the tent card so each student can see it. Provide each student with a whiteboard and Vis-à-Vis® marker. 2. Taking turns, student one selects top card (without revealing it) and reads the word to student two (e.g., pearl). 3. Student two repeats the word and identifies the r-controlled vowel sound (i.e., /er/). 4. Uses the whiteboard to try various r-controlled patterns, if necessary. Spells the word orally to student one. 5. Student one checks the spelling. If incorrect, student one prompts student two to try again. 6. Reverse roles until all word cards are used. 7. Peer evaluation R-controlled Vowel /ar / / er / ar ar ear er ir or ur example: car example: her Spelling Patterns / or / / air / example: for ar oar or ore our example: chair air are ear err pearl pirl perl pearl Extensions and Adaptations Record words or write other words with same spelling patterns (Activity Master AP.005.SS1) Use multisyllabic word cards (Activity Master AP.005.AM3a - AP.005.AM3b). Record using student sheet (Activity Master AP.005.SS1). Write various words with r-controlled vowels (e.g., her, mother) (Activity Master AP.005.SS2). Make other word cards and identify r-controlled vowel sounds (Activity Master AP.003.AM3). 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.005.AM1 Star Search ar example: car /ar / ar ear er ir or ur example: her / er / ar oar or ore our air are ear err example: for example: chair / or / / air / R-controlled Vowel Spelling Patterns R-controlled Vowel Spelling Patterns /ar / / er / example: car example: her ar ar ear er ir or ur 4-5 Student Center Activities: Advanced Phonics / or / / air / example: for example: chair ar oar or ore our air are ear err 2007 The Florida Center for Reading Research Advanced Phonics AP.005.AM2a Star Search march cellar stern pearl third work churn warm word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.005.AM2b Star Search porch chore coarse pour repair compare raspberry bear word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Name Star Search 2007 The Florida Center for Reading Research AP.005.SS1 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.005.AM3a Star Search porter harbor cardboard farmer border murmur forward barnyard word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics Star Search AP.005.AM3b armchair terror courtyard airport perturb scorecard further perform word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.005.SS2 Star Search ___ar___ ___er ___er___ ___ir___ ___or___ ___ur___ ___or ___ar ___ore___ air___ ___are ear___ ___oar___ ___err___ ___our___ 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics Variant Correspondences AP.006 Word-O-Matic Objective The student will produce words with variant correspondences. Materials Letter cards (Activity Master AP.006.AM1a - AP.006.AM1b) Consonants and vowels are printed on different pages. Copy on card stock, laminate, and cut. Use different colored paper to distinguish consonants from vowels. Optional: Use plastic letter tiles. Student sheet (Activity Master AP.006.SS). Paper bags Label bags (i.e., consonants and vowels). Timer Pencils Activity Students make words, including those with variant correspondences, by using letter cards. 1. Place consonants, consonant digraphs, and other consonant combinations in the bag labelled consonants. Place vowels, diphthongs, and vowel digraphs in the bag labelled vowels. Provide students with a timer. Provide each student with a student sheet. 2. Students each choose eight tiles from the consonants bag and five vowels from the vowels bag. Record selected letters on the student sheet. 3. Set the timer for three minutes. 4. Use the cards to make as many words as possible. Record words as they are made on the student sheet. Read words aloud after timer rings. 5. Place cards back in the bag and select new cards from the bags and continue to make new words. 6. Teacher evaluation Vowels Consonants Vowels Consonants Vowels Name oe ss t w Word-O-Matic r e 2007 The Florida Center for Reading Research c n Consonants AP.006.SS oa i Phonics ch 4-5 Student Center Activities: a m c m r w ch t ss n e a oa i oe winter coach machine Extensions and Adaptations Add r-controlled vowels to other letters to make words (Activity Master AP.006.AM2). Write target letters on spinners or cubes and use to make words (Activity Masters AP.006.AM3 and AP.006.AM4). Use the same letters as partner and compare words that are made. Record words on paper. 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.006.AM1a Word-O-Matic b c d d f g h k j l m n n n p q r r r s t t t v w x y z ch sh ck th wh ph gh ff ll ss letter cards – consonants tt zz kn mb wr 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.006.AM1b Word-O-Matic a a a a a e e e e e i i i i o o o o u u ai au aw ay ea ee ei eigh ey ie igh oa oe oi oo ou ow oy ui y letter cards – vowels 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name Consonants Vowels Vowels Vowels Word-O-Matic Consonants Consonants AP.006.SS 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.006.AM2 Word-O-Matic ar er ir or ur air are ear ore err oar our r-controlled vowels 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.006.AM3 Word-O-Matic blank spinners 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.006.AM4 glue or velcro glue or velcro glue or velcro glue or velcro glue or velcro glue or velcro Word-O-Matic 1. 2. 3. Cut along solid line Fold along dotted lines Glue or velcro flaps together. blank cubes 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.007 Variant Correspondences The Write Word Objective The student will produce words with variant correspondences. Materials Game board (Activity Master AP.007.AM1a - AP.007.AM1b) Spelling pattern cards (Activity Master AP.007.AM2) Number cube (Activity Master AP.007.AM3) Student sheet (Activity Master AP.007.SS) Whiteboards Dictionary Game pieces (e.g., counters) Vis-à-Vis® markers Pencils Activity Students make words by using various spelling patterns. 1. Place spelling pattern cards face down in a stack. Place game board, number cube, game pieces, and dictionary on a flat surface. Provide each student with a whiteboard, Vis-à-Vis® marker, and student sheet. 2. Taking turns, students select the top card. Read variant correspondence (e.g., ai) and state a multisyllabic word that contains that spelling pattern (e.g., entertainment). Use the whiteboard to try various spellings. Use dictionary to verify words, if necessary. 3. If able to make a word, record spelling pattern and word on student sheet. Roll the number cube, and move game piece the number of spaces shown. 4. If unable to make a word, leave game piece on the original space. 5. Place card at the bottom of the stack. 6. Continue until all students reach the end. 7. Teacher evaluation “I selected ‘ai.’ A multisyllabic word with ‘ai’ is entertainment.” ai Extensions and Adaptations Use other spelling pattern cards (Activity Master AP.007.AM4). Make other cards to play game. For example, use target prefixes, suffixes, roots, and other spelling patterns (Activity Master AP.007.AM5). Count and record the number of syllables in words. 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics The Write Word AP.007.AM1a START 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.007.AM1b The Write Word END 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.007.AM2 The Write Word a_e e_e i_e o_e ay u_e ai ea ei ie ew igh ee ey oe oo ou ow oa oi oy spelling pattern cards (long vowels and diphthongs) 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.007.AM3 The Write Word 3 4 3 5 4 glue or velcro 5 glue or velcro glue or velcro 1. 2. 3. Cut along solid line Fold along dotted lines Glue or velcro flaps together. number cube 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Name AP.007.SS The Write Word spelling pattern 2007 The Florida Center for Reading Research word 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.007.AM4 The Write Word aw au th sh ch wh ph gh ng ar er ir or ur air are ear err oar ore our spelling pattern cards (consonant and vowel digraphs, r-controlled vowels) 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics The Write Word AP.007.AM5 blank cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics Syllable Patterns AP.008 Syllable Game Objective The student will segment syllables in words. Materials Syllable game board (Activity Master AP.008.AM1a - AP.008.AM1b) Word cards (Activity Master AP.008.AM2a - AP.008.AM2d) Write the number of syllables on the back of the word cards. Optional: Provide students with a dictionary that shows syllable breaks. Game pieces (e.g., counters) Activity Students count syllables in words by playing a game. 1. Place game board on a flat surface and word cards face up in a stack. 2. Students place game pieces at START on the game board. 3. Taking turns, students pick the top card and read the word (e.g., carbohydrate). 4. Say the word again segmenting it by syllables (i.e., car-bo-hy-drate). Count and state the number of syllables (i.e., four syllables). 5. Check the back of the card for the number of syllables. If correct, move game piece to the next space with the corresponding number. If incorrect, leave game piece where it is and next student takes turn. Word card is placed at the bottom of the stack. 6. Continue until all students reach the END of the game board. 7. Peer evaluation “Carbohydrate, car-bo-hy-drate. That’s four syllables.” carbohydrate 4 Extensions and Adaptations Make other word cards to use in game (Activity Master AP.003.AM3). Use other game board (Activity Master AP.007.AM1a - AP.007.AM1b). Read the words from the activity (or make others), count syllables, move game piece corresponding number of spaces. Sort target words by number of syllables. 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.008.AM1a Syllable Game START 2 6 3 5 2 4 5 4 3 3 4 2 5 6 6 5 2 3 2007 The Florida Center for Reading Research 4 3 2 4 5 6 2 4-5 Student Center Activities: Advanced Phonics 3 Advanced Phonics AP.008.AM1b 6 2 Syllable Game 4 3 3 4 6 5 2 2 5 3 6 4 5 4 4 5 6 4-5 Student Center Activities: Advanced Phonics 2 6 3 5 6 2, 3, 4, 5, 6 END 2007 The Florida Center for Reading Research Advanced Phonics Syllable Game AP.008.AM2a dolphin employ fragment inform encyclopedia unsatisfactory autobiography unimaginable word cards - two and six syllable words 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.008.AM2b Syllable Game committee headquarters festival percussion advertise distinguish foundation livelihood word cards - three syllable words 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics Syllable Game AP.008.AM2c emergency constellation immediate occupation administer locomotive binoculars catastrophe word cards - four syllable words 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.008.AM2d Syllable Game denomination precipitation quadrilateral vocabulary hydroelectric intermediate perpendicular supernatural word cards - five syllable words 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics Syllable Patterns AP.009 Syllable Score Objective The student will segment syllables in words. Materials Word cards (Activity Master AP.009.AM1a - AP.009.AM1b) Write word segmented into syllables on the back of the word cards (e.g., har-mon-i-ca). Optional: Provide students with a dictionary that shows syllable breaks. Student sheet (Activity Master AP.009.SS1) Pencils Activity Students segment words and record the number of syllables. 1. Place the word cards face up in a stack. Provide each student with a student sheet. 2. Taking turns, students select the top card from the stack, read it, and say the syllables aloud. 3. Check the back of the card for syllable segmentation. If incorrect, say the syllables correctly. 4. Record word and number of syllables on the student sheet. Use hyphens to indicate syllables (e.g., har-mon-i-ca). 5. Continue until all words and number of syllables are recorded. Write total number of syllables. 6. Peer evaluation Name AP.009.SS1 Syllable Score Word harmonica Syllables af-ter-ward 3 har-mon-i-ca Total 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Extensions and Adaptations Write other words attempting to increase total number of syllables using student sheet. Make other word cards (Activity Master AP.009.AM2). Sort and write target words by the number of syllables (Activity Master AP.009.SS2). Segment words into syllables and record in boxes (Activity Masters AP.009.SS3, AP.009.SS4). 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.009.AM1a Syllable Score temper precious character synthesis percussion afterward dynamite harmonica invisible particular word cards - answers: tem-per, pre-cious, char-ac-ter, syn-the-sis, per-cus-sion, af-ter-ward, dy-na-mite, har-mon-i-ca, in-vis-i-ble, par-tic-u-lar 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.009.AM1b Syllable Score automatic democracy individual planetarium antibiotics university representative veterinarian incomprehensible agriculture word cards - answers:au-to-mat-ic, de-moc-ra-cy, in-di-vid-u-al, plan-e-tar-i-um, an-ti-bi-ot-ics, u-ni-ver-si-ty, rep-re-sen-ta-tive, vet-er-i-nar-i-an, in-com-pre-hen-si-ble, ag-ri-cul-ture 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.009.SS1 Syllable Score Word Syllables Total 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics Syllable Score AP.009.AM2 blank word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.009.SS2 Syllable Score 1 2 3 1. 1. 1. 2. 2. 2. 3. 3. 3. 4. 4. 4. 5. 5. 5. 4 5 6 1. 1. 1. 2. 2. 2. 3. 3. 3. 4. 4. 4. 5. 5. 5. 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Name AP.009.SS3 Syllable Score cooperate co op er ate cottonwood bibliography obstacle geography permission administration exercise 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.009.SS4 4-5 Student Center Activities: Advanced Phonics Syllable Score 2007 The Florida Center for Reading Research Advanced Phonics Syllable Patterns AP.010 Syllable Sort Objective The student will identify syllables in words. Materials Header cards (Activity Master AP.010.AM1) Syllable type is underlined. Word cards (Activity Master AP.010.AM2a - AP.010.AM2c) Activity Students sort words by syllable types. 1. Place header cards face up in a row. Place the word cards face down in a stack. 2. Taking turns, students select a card from the stack, read the word, note the underlined syllable, and identify what type it is (e.g., “participate, r-controlled syllable”). 3. Place in column under corresponding header card (i.e., market). 4. Point to and read words in entire column starting with header card. 5. Continue until all cards are sorted. 6. Peer evaluation mechanic devote closed syllables microphone open syllables telescope vowel-consonant-e syllables absolute market r-controlled syllables wheelchair pineapple vowel pair syllables consonant-le syllables keyboard participate Extensions and Adaptations Record the sorted words and underline the target syllables on the student sheet (Activity Master AP.010.SS). Add more words. Make other word cards (Activity Master AP.003.AM3) and sort using the headers. Identify and highlight target syllables in a passage. 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.010.AM1 Syllable Sort mechanic closed syllables telescope vowel-consonant-e syllables devote open syllables market r-controlled syllables wheelchair pineapple vowel pair syllables consonant-le syllables header cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.010.AM2a Syllable Sort calendar intelligent magnificent chemical detergent absolute imitation identity word cards – closed syllables - calendar, intelligent, magnificent, chemical open syllables - detergent, absolute, imitation, identity 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.010.AM2b Syllable Sort penetrate trademark microphone limelight freeway keyboard entertain disagreed word cards – vowel-consonant-e syllables - penetrate, trademark, microphone, limelight vowel pair syllables - freeway, keyboard, entertain, disagreed 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.010.AM2c Syllable Sort participate passenger landmark intersect rattlesnake quadruple resemble motorcycle word cards – r-controlled syllables - participate, passenger, landmark, intersect consonant-le syllables - rattlesnake, quadruple, resemble, motorcycle 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.010.SS Syllable Sort closed syllables open syllables vowel-consonant-e syllables 1. 1. 1. 2. 2. 2. 3. 3. 3. 4. 4. 4. 5. 5. 5. 6. 6. 6. 7. 7. 7. 8. 8. 8. vowel pair syllables r-controlled syllables consonant-le syllables 1. 1. 1. 2. 2. 2. 3. 3. 3. 4. 4. 4. 5. 5. 5. 6. 6. 6. 7. 7. 7. 8. 8. 8. 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics Syllable Patterns AP.011 Syllable Swap Objective The student will identify syllables in words. Materials Initial syllable cards (Activity Master AP.011.AM1) Final syllable cards (Activity Master AP.011.AM2a - AP.011.AM2c) Student sheets (Activity Master AP.011.SS1a - AP.011.SS1b) Pencils Activity Students make three words using the same initial syllable. 1. Spread the initial syllable cards face up. Place the final syllable cards face down in a stack. Provide each student with a different student sheet. Students pick up the initial syllable cards that match the initial syllables on their student sheet. 2. Taking turns, students select the top card on the stack and say the final syllable part. 3. Match it to each initial syllable card saying initial syllable first, followed by the final syllable on the card. Do this until the two combined form a word or no word is formed. 4. If word is formed, place final syllable with the initial syllable. Read the word. 5. If no word is formed, place final syllable card on bottom of stack. Note: There will be three words formed with each initial syllable card. 6. Continue until all cards are placed. 7. Record the final syllable and word next to the corresponding initial syllables on the student sheet. 8. Teacher evaluation Name con AP.011.SS1a Syllable Swap + con fore arm de de out + = + = + fore out 4-5 Student Center Activities: Advanced = arm = + = + = + = + = + = + = + = + = forearm Phonics 2007 The Florida Center for Reading Research Extensions and Adaptations Make other initial and final syllable cards (Activity Master AP.009.AM2). Use final syllables to make words using multiple initial syllables (Activity Master AP.011.SS2). Use other initial and final syllables (Activity Masters AP.011.SS3 and AP.011.SS4). 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.011.AM1 Syllable Swap con de ex fore pro can com out initial syllable cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.011.AM2a Syllable Swap cert vince trol ny stroy pend pect haust ist head final syllables – answers: concert, convince, control, deny, destroy, depend, expect, exhaust, exist, forehead 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.011.AM2b Syllable Swap arm word gram ton trude cel teen vas plex pete final syllables –answers: forearm, foreword, program, proton, protrude, cancel, canteen, canvas, complex, compete 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.011.AM2c Syllable Swap bat come law line final syllables – answers: combat, outcome, outlaw, outline 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.011.SS1a con fore de out Syllable Swap + = + = + = + = + = + = + = + = + = + = + = + = 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Name AP.011.SS1b Syllable Swap ex com pro can + = + = + = + = + = + = + = + = + = + = + = + = 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.011.SS2 Syllable Swap boun ca con drib du im man ob = + + post re trea tum serve = + = + = + ble = + = + = + ty = + = + = + + 4-5 Student Center Activities: Advanced Phonics age = = 2007 The Florida Center for Reading Research Name AP.011.SS3 Syllable Swap + = + = + = + = + = + = + = + = + = + = + = + = 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.011.SS4 Syllable Swap + = + = + = + = + = + = + = + = + = + = + = + = 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics Syllable Patterns AP.012 Syllable Map-It Objective The student will match phonemes to graphemes and identify syllables in words. Materials Student sheet (Activity Master AP.012.SS1a - AP.012.SS1f ) Choose target syllable pattern(s). When mapping vowel-consonant-e (VCE) syllables, the “e” is placed below the final grapheme with a slash and an arrow is drawn leading back to the vowel that it is making long. Answer Key (AP.012.AM1a - AP.012.AM1b) An answer key is provided for optional use. Pencil Activity Students map sounds to letters and mark syllables within words. 1. Provide the student with the target student sheet. 2. Student writes each word using phoneme-grapheme mapping (i.e., one grapheme per box). 3. Underlines each vowel sound. Note: The “e” in “ed” will not be underlined when it combines with the “d” to make the single sounds /t/ or /d/. 4. Makes a swoop underneath the letters of the syllables (e.g., f a n t a s t i c). 5. Continues until the student sheet is complete. 6. Teacher evaluation Name AP.012.SS1a Syllable Map-It closed syllables fantastic f a n t a s t i c 1. instructed 2. malcontent 3. hopscotch 4. baskets 5. washcloth 6. mismatched 7. enrichment 8. insistent 9. Atlantic 10. sandwiches 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Extensions and Adaptations Complete student sheet consisting of combined syllable types (Activity Master AP.012.SS2). Write target words, map graphemes to phonemes, and mark syllables (Activity Master AP.012.SS3). 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.012.SS1a Syllable Map-It closed syllables fantastic f a n t a s t i c 1. instructed 2. malcontent 3. hopscotch 4. baskets 5. washcloth 6. mismatched 7. enrichment 8. insistent 9. Atlantic 10. sandwiches 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Name AP.012.SS1b Syllable Map-It open syllables silo s i l o 1. lazy 2. halo 3. Pluto 4. polo 5. yo-yo 6. photo 7. rhino 8. zero 9. we 10. redo 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.012.SS1c Syllable Map-It vowel-consonant-e (VCE) syllables milestone m i le s t o ne 1. snakebite 2. homemade 3. lifelike 4. grapevine 5. pinecone 6. pipeline 7. sideswipe 8. likewise 9. rhinestone 10. nosedive 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Name AP.012.SS1d Syllable Map-It r-controlled syllables barnyard b ar n y ar d 1. perturb 2. scorcher 3. forward 4. farmer 5. farther 6. mortar 7. murmur 8. order 9. harbor 10. charter 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.012.SS1e Syllable Map-It vowel pair syllables steamboat s t ea m b oa t 1. toenail 2. railroad 3. eighteen 4. proofread 5. mainstream 6. oatmeal 7. weekday 8. newsbreak 9. reindeer 10. freeload 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Name AP.012.SS1f Syllable Map-It consonant-le syllables thimble th i m b le 1. beagle 2. sample 3. circle 4. comfortable 5. stumble 6. dwindle 7. visible 8. unstable 9. resemble 10. doodle 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.012.SS2 Syllable Map-It combined syllables stateroom s t a te r oom 1. porcupine 2. screwdriver 3. university 4. prejudge 5. chronicle 6. aftershock 7. moonlight 8. tarnished 9. fortress 10. dragonfly 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Name Syllable Map-It 2007 The Florida Center for Reading Research AP.012.SS3 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.012.AM1a Syllable Map-It open syllables closed syllables fantastic f a n t a s t i c silo s i l o 1. instructed i n s t r u c t e d 1. lazy l a z y 2. malcontent m a l c o n t e n t 2. halo h a l o 3. hopscotch h o p s c o tch 3. Pluto P l u t o 4. baskets b a s k e t s 4. polo p o l o 5. washcloth w a sh c l o th 5. yo-yo y o y o 6. mismatched m i s m a tched 6. photo ph o t o 7. enrichment e n r i ch m e n t 7. rhino rh i n o 8. insistent i n s i s t e n t 8. zero z e r o 9. Atlantic A t l a n t i c 9. we w e 10 redo r e d o 10. sandwiches s a n d w i ch e s vowel-consonant-e (VCE) Syllables r-controlled syllables m i le s t o ne barnyard b ar n y ar d 1. snakebite s n a ke b i te 1. perturb p er t ur b 2. homemade h o m e m a d e 2. scorcher s c orch er 3. lifelike l i fe l i ke 3. forward f or w ar d 4. grapevine g r a p e v i ne 4. farmer f ar m er 5. pinecone p i n c o ne e 5. farther f ar th er 6. pipeline p i p e l i ne 6. mortar m or t ar 7. sideswipe s i d e s w i pe 7. murmur m ur m ur 8. likewise l i k e w i se 8. order or d er 9. rhinestone rh i n s t o ne e 9. harbor h ar b or 10. nosedive n o se d i ve 10. charter milestone 4-5 Student Center Activities: Advanced Phonics char t er 2007 The Florida Center for Reading Research Advanced Phonics AP.012.AM1b Syllable Map-It vowel pair syllables consonant-le syllables steamboat s t ea m b oa t thimble th i m b le 1. toenail t oe n ai l 1. beagle b ea g le 2. railroad r ai l r oa d 2. sample s a m p le 3. circle c ir c le 3. eighteen eigh t ee n 4. proofread p r oo f r ea d 4. comfortable c o m f or t a b le 5. mainstream m ai n s t r ea m 5. stumble s t u m b le 6. oatmeal oa t mea l 6. dwindle d w i n d le 7. weekday w ee k d ay 7. visible v i s i b le 8. newsbreak n ew s b r ea k 8. unstable u n s t a b le 9. reindeer r ei n d ee r 9. resemble r e s e m b le 10. freeload f r ee l oa d 10. doodle d oo d le combined syllables stateroom s t a te r oom 1. porcupine p or c u p i ne 2. screwdriver s c r ew d r i v er 3. university u n i v er s i t y 4. prejudge p r e j u dge 5. chronicle ch r o n i c le 6. aftershock a f t er sh o ck 7. moonlight m oo n l igh t 8. tarnished t ar n i shed 9. fortress f or t r e ss 10. dragonfly d r a g o n f l y 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics Syllable Patterns AP.013 Select Syllables Objective The student will produce words using syllables. Materials Syllable cards (Activity Master AP.013.AM1a - AP.013.AM1b) Copy on card stock, laminate, and cut. Student sheet (AP.013.SS1) Paper bags Label bags (i.e., initial syllables and final syllables). Timer Pencils Activity Students make words by using syllable cards. 1. Place initial syllable cards in bag labelled initial syllables. Place final syllable cards in bag labelled final syllables. Provide students with a timer. Provide each student with a student sheet. 2. Students each choose five cards from the initial syllables bag and five cards from the final syllables bag. Record syllables on student sheet. 3. Set the timer for three minutes. 4. Use the cards to make as many words as possible. Record words as they are made on student sheet. Read words aloud after timer rings. 5. Place cards back in the bag and select new cards from the bags and continue to make new words. 6. Teacher evaluation fix ing fa com Initial Syllables Final Syllables Final Syllables Final Syllables ing press fect ture ket fixing fixture market AP.013.SS1 fect press 4-5 Student Center Activities: Advanced Phonics ture Initial Syllables Name re Initial Syllables Syllable Tiles 2007 The Florida Center for Reading Research mar ket com fix mar re fa Extensions and Adaptations Use the same syllables as partner and compare words that are made. Record words on paper. Make syllable cards to construct three and four syllable words (Activity Master AP.007.AM5). Use target syllable patterns and syllable bank to make words (Activity Master AP.013.SS2). Write target words, segment into syllables, and identify syllable types (Activity Master AP.013.SS3). 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.013.AM1a Select Syllables re per de in im com coun pos fix pic out mar ca ex initial syllables 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.013.AM1b Select Syllables tract tain cent fect port side press ply ing ties ter ting ture ward ket vel ble nic fer final syllables 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Name AP.013.SS1 Final Syllables Final Syllables Final Syllables Initial Syllables Initial Syllables Initial Syllables Select Syllables 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.013.SS2 Select Syllables Syllable Bank closed ig land min open fa sta pro open vowel pair r-controlled open closed r-controlled closed open VCE nite mite + + + + + + + + 4-5 Student Center Activities: Advanced Phonics r-controlled gur vor ter r-controlled closed VCE consonant-le vowel pair consonant-le VCE vowel pair vowel pair main now ceed consonant-le gle ple = = = = = = = = 2007 The Florida Center for Reading Research Name Select Syllables Syllable Types: losedr-controlled c openvowel pair VCEconsonant-le 2007 The Florida Center for Reading Research AP.013.SS3 anteater ant - eat - er closed - vowel pair - r-controlled example 4-5 Student Center Activities: Advanced Phonics Advanced Phonics Morpheme Structures AP.014 Compound Construction Objective The student will produce compound words. Materials Letter cards (Activity Master AP.014.AM1a - AP.014.AM1c) Laminate. Whiteboards Vis-à-Vis® markers Dictionary Activity Students state and write a compound word that starts with a selected letter. 1. Place letter cards face down in a stack. Provide students with a dictionary. Provide each student with a whiteboard and a Vis-à-Vis® marker. 2. Taking turns, students select one card and state letter (e.g., t). 3. State a compound word that starts with the letter (e.g., touchdown). 4. If able to state a word, write the word on the card with the Vis-à-Vis® marker. Use the whiteboard to practice spelling the word, if needed. If unable to state a word, look in the dictionary for a compound word, then write word on card. 5. Read the word. Place slash marks between the two words that make the compound word (e.g., touch/down). Place card face up. 6. Continue until all letter cards are used. 7. Peer evaluation t touchdown tuchdown touchdown Extensions and Adaptations Record compound words and put a slash between the two words (Activity Master AP.014.SS1). Select words to make compound words. For example, the word down could be used to make touchdown or downtown (Activity Master AP.014.AM2a - AP.014.AM2b). Read and segment multisyllabic compound words into two words (Activity Master AP.014.SS2). 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.014.AM1a Compound Construction a b c d e f g h letter cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.014.AM1b Compound Construction i j k l m n o p letter cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.014.AM1c Compound Construction q r s t u v w y letter cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.014.SS1 a c e g i k m o q s u w 4-5 Student Center Activities: Advanced Phonics Compound Construction b d f h j l n p r t v y 2007 The Florida Center for Reading Research Advanced Phonics AP.014.AM2a Compound Construction back boat house side day work time book word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.014.AM2b Compound Construction down fish light stand hand out over water word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Name Compound Construction AP.014.SS2 loudspeaker supermarket underground motorcycle levelheaded shipbuilding overactive watermelon bookmobile grandparent newspaper quarterback thundershower underestimate counterbalance tenderhearted 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics Morpheme Structures AP.015 Inflection Reflection Objective The student will produce words using inflections. Materials Inflection cards (Activity Master AP.015.AM1) Word cards (Activity Master AP.015.AM2a - AP.015.AM2b) Student sheet (Activity Master AP.015.SS1) Whiteboards Vis-à-Vis® markers Dictionary Pencils Activity Students make new words by combining words and inflections. 1. Place word cards and inflection cards face down in two stacks. Provide each student with a whiteboard and Vis-à-Vis® marker. 2. Taking turns, students pick the top card from each stack and state the word and the inflection (e.g., modify, ed). 3. Attempt to make a word (i.e., modified). Use whiteboard to practice writing word, if necessary. 4. If a word is made, record the word on the student sheet and place cards at the bottom of their respective stacks. Use dictionary to confirm any disputed words. 5. If no word can be made, place cards at the bottom of their respective stacks. 6. Continue until each student records ten words on student sheet. 7. Teacher evaluation modify modifyed modified ed inflection Extensions and Adaptations Make more word cards (Activity Master AP.009.AM2). Segment and blend words and inflections (Activity Master AP.015.SS2 and AP.015.SS3). Write other words and segment into parts (Activity Master AP.015.SS4). 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.015.AM1 Inflection Reflection s or es s or es inflection ed inflection ed inflection er inflection er inflection ing inflection ing inflection est inflection est inflection inflection inflection cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.015.AM2a Inflection Reflection happy modify decay demolish harness enthrall crunch proof clear narrow word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics Inflection Reflection AP.015.AM2b leaf half puff box stun omit trim admire experience close word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.015.SS1 Word 4-5 Student Center Activities: Advanced Phonics Inflection Reflection Inflection + = + = + = + = + = + = + = + = + = + = New Word 2007 The Florida Center for Reading Research Name AP.015.SS2 Inflection Reflection Word Inflection submitted = + largest = + relieved = + completing = + prettier = + obeying = + groceries = + coaches = + happiest = + straighter = + 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.015.SS3 Word Inflection Reflection Inflection colony + s/es = fret + ing = hitch + s/es = qualify + ed = strict + est = calf + s/es = heavy + er = trespass + ing = publish + ed = dismiss + s/es = 4-5 Student Center Activities: Advanced Phonics New Word 2007 The Florida Center for Reading Research Name AP.015.SS4 Inflection Reflection Word 2007 The Florida Center for Reading Research Inflection = + = + = + = + = + = + = + = + = + = + 4-5 Student Center Activities: Advanced Phonics Advanced Phonics Morpheme Structures AP.016 Affix Sort Objective The student will identify affixes. Materials Header cards (Activity Master AP.016.AM1) Word cards (Activity Master AP.016.AM2a - AP.016.AM2b) Activity Students sort words into words that have suffixes, prefixes, both prefixes and suffixes, and those that have no affixes. 1. Place header cards face up in a row. Place word cards face down in a stack. 2. Taking turns, students select top word card and read it. 3. Determine if the word has a prefix, suffix, both, or no affix. 4. Place under the corresponding header. 5. Continue until all word cards are sorted. 6. Peer evaluation Prefix Both Prefix and Suffix Suffix header header reappear header No Affix header indefinitely sleepier Extensions and Adaptations Record sorted words and circle affixes (Activity Master AP.016.SS1). Add more words. Make other word cards to sort (Activity Master AP.003.AM3). Identify the word and any affixes (Activity Master AP.016.SS2). Write other words and identify affixes (Activity Master AP.016.SS3). 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.016.AM1 Affix Sort Prefix Suffix header Both Prefix and Suffix header header No Affix header header cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.016.AM2a Affix Sort nonspecific unsafe illiterate reappear constantly exclamation knowledgeable sleepier word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.016.AM2b Affix Sort unimpressed restating irresistible indefinitely uncle mother cable empty word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.016.SS1 Prefix 4-5 Student Center Activities: Advanced Phonics Affix Sort Suffix Both Prefix and Suffix No Affix 2007 The Florida Center for Reading Research Name AP.016.SS2 Affix Sort Prefix Word Suffix prehistoric = + + miscalculated = + + nonoperational = + + irresponsible = + + insecurity = + + disrespectful = + + unequally = + + decomposition = + + rededication = + + = + + unrecognizable 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.016.SS3 Affix Sort Prefix Word Suffix = + + = + + = + + = + + = + + = + + = + + = + + = + + = + + 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics Morpheme Structures AP.017 Four Word Objective The student will identify base words. Materials Base word cards (Activity Master AP.017.AM1) Word cards (Activity Master AP.017.AM2a - AP.017.AM2c) Activity Students group multisyllabic words containing the same base word. 1. Place base word cards face down in a stack. Place word cards face down in a separate stack. 2. Students each select four cards from the base word stack. Read the words and place face up in a row. 3. Taking turns, students select a card from the word stack. Read it (e.g., unconditional). 4. Determine if the word is derived from one of their four base words (i.e., condition). If there is a correspondence, read the related words and place word card under corresponding base word. If there is no match, place card at the bottom of the stack. 5. Continue until all word cards are placed. 6. Peer evaluation pleasant base word base word please similar base word fortune base word differ unconditional serve base word condition base word maintain base word perfect base word Extensions and Adaptations Record base words and related words (Activity Master AP.017.SS1). Write other base words and related words (Activity Master AP.017.SS2). Write base word or root in square and related words in circles (Activity Master AP.017.SS3). Make other base word and corresponding word cards (Activity Master AP.003.AM3). 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.017.AM1 Four Word fortune base word condition base word differ base word perfect base word please base word serve base word maintain base word similar base word base word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics Four Word AP.017.AM2a fortunate misfortune unfortunately pleasant unpleasing pleasurable conditioner conditioned word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.017.AM2b Four Word unconditional service serviceable disservice indifferent difference differently maintenance word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics Four Word AP.017.AM2c maintained maintainable imperfect perfectly perfection dissimilar similarity dissimilarity word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics 4-5 Student Center Activities: Advanced Phonics base word base word word maintain differ word word word word word word word word word word base word base word word please fortune word word word word base word similar word word word base word serve AP.017.SS1 word word base word perfect word word word base word condition Name Four Word 2007 The Florida Center for Reading Research 2007 The Florida Center for Reading Research word word base word base word word word word word word word word word word word base word base word word word word word base word word word word base word Four Word word word base word word word word base word Name AP.017.SS2 4-5 Student Center Activities: Advanced Phonics Name AP.017.SS3 4-5 Student Center Activities: Advanced Phonics Four Word 2007 The Florida Center for Reading Research Advanced Phonics Morpheme Structures AP.018 Affix Fit Objective The student will blend base words with affixes. Materials Base word cards (Activity Master AP.018.AM1a - AP.018.AM1b) Affix cards (Activity Master AP.018.AM2) Student sheet (Activity Master AP.018.SS1) Paper bags Label bags (i.e., base words and affixes). Timer Pencils Activity Students combine base words and affixes to make new words. 1. Place base word cards in bag labelled base words. Place affix cards in bag labelled affixes. Provide students with a timer. Provide each student with a student sheet. 2. Students each choose five cards from the base words bag and five cards from the affixes bag. Record selected base words and affixes on student sheet. 3. Set the timer for three minutes. 4. Use the cards to make as many words as possible. Record words as they are made on the student sheet. Read words aloud after timer rings. 5. Place words and affixes back in the bags and select new cards from the bags and continue to make new words. 6. Teacher evaluation Name Affix Fit P.018.SS1 Base Words construct direct perfect collect employ Affixes perfect collect direct construct employ un ible, able ed ly im imperfect employable perfectly unemployed Base Words affixes Affixes ed im un ible able ly 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Extensions and Adaptations Make other base word and affix cards (Activity Masters AP.003.AM3, AP.018.AM3). Write new words using base words and affixes (Activity Master AP.018.SS2). Write words using common affixes (Activity Master AP.018.SS3). Write words using target base words and affixes (Activity Master AP.018.SS4). 2007 The Florida 4-5 Student Center Activities: Advanced Phonics Center for Reading Research Advanced Phonics AP.018.AM1a Affix Fit construct base word select base word direct base word collect base word correct base word corrupt base word order base word perfect base word base word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.018.AM1b Affix Fit predict base word consider base word present base word pass base word invent base word affect base word employ base word contract base word base word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.018.AM2 dis Affix Fit ed er ible able im in ing ion tion ation ition ive ly non or re s es un affix cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Name AP.018.SS1 Affix Fit Base Words Affixes Base Words Affixes 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.018.AM3 Affix Fit blank affix cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Name AP.018.SS2 Affix Fit Affix Bank -able, -ible -ation -ion -ive -er -or reunindisnon- s, es est ing ed adapt compress like attach form contact success comfort 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name -s, -es re-ed -ing -ly dis- -ion, -tion, -ation, -ition Affix Fit un- in-, im- en-, em- -er, -or non- AP.018.SS3 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Name AP.018.SS4 Affix Fit Affix Bank 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.019 Morpheme Structures Embellished Words Objective The student will blend base words with affixes. Materials Game board (Activity Master AP.019.AM1a - AP.019.AM1b) Word cards (Activity Master AP.019.AM2a - AP.019.AM2e) Laminate. Number cube (Activity Master AP.006.AM3) Vis-à-Vis® markers Game pieces (e.g., counters) Activity Students make words using base words and affixes by playing a board game. 1. Place game board, number cube, and game pieces on a flat surface. Place word cards face down in a stack on the game board. 2. Taking turns, students roll the number cube and move game piece the number of spaces shown. Read affix on the game board (e.g., dis). 3. Pick up a word card and read it (e.g., cover). 4. Say the affix with the word (i.e., discover). 5. If the affix and base word make a new word, write it on the card using a Vis-à-Vis® marker. Note: Combining the base word with affixes and inflections may require deletion or addition of letters (e.g., “organize” plus “ing” is spelled “organizing” without the “e”). 6. Keep the card with the new word. If the affix and word do not make a word, hold the word card until the next turn and try again with a new affix. 7. Continue until all word cards are used to make words. 8. Peer evaluation “The word is ‘cover,’ and the affix is ‘dis.’ They make the word ‘discover’ when put together.” cover discover Extensions and Adaptations Record words made using the affixes and base words during game (Activity Master AP.019.SS1). Make games using other affixes (Activity Master AP.019.AM3a - V.019.AM3b). Make other word cards to use with either game board (Activity Master AP.019.AM4). Identify and write base words and suffixes (Activity Master AP.019.SS2). 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.019.AM1a Embellished Words s er ing ed un un ed ing er s un start able ation ion ly dis re 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.019.AM1b re dis Embellished Words ly ion ation able s er ing cards ed un able ation 4-5 Student Center Activities: Advanced Phonics ion ly dis re 2007 The Florida Center for Reading Research Advanced Phonics AP.019.AM2a Embellished Words admire associate believe color combine word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.019.AM2b Embellished Words complete construct cover create employ word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.019.AM2c Embellished Words establish examine form negotiate like word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.019.AM2d Embellished Words organize pass perfect place locate word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.019.AM2e Embellished Words quote read sense stop value word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.019.SS1 Base Word 4-5 Student Center Activities: Advanced Phonics Embellished Words Prefix or Suffix + = + = + = + = + = + = + = + = + = + = New Word 2007 The Florida Center for Reading Research Advanced Phonics Embellished Words AP.019.AM3a start 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.019.AM3b Embellished Words cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics Embellished Words AP.019.AM4 blank word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.019.SS2 Embellished Words Word Suffix repetition = + exclamation = + mechanic = + succession = + pronunciation = + reliability = + curiosity = + judicial = + reception = + explanation = + 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics Morpheme Structures AP.020 Root Hoot Objective The student will identify roots in multisyllabic words. Materials Word cards (Activity Master AP.020.AM1a - AP.020.AM1l) Change root cards (Activity Master AP.020.AM2a - AP.020.AM2b) Activity Students identify words that share the same root by playing a card game. 1. Mix word cards and “change root” cards together and place face down in a stack. 2. Each students selects five cards from the stack. 3. Taking turns, student one places a card face up on the table (e.g., respect). This forms a discard pile. 4. Student two reads the word aloud, identifies the root (i.e., respect, the root is “spec”), and places another card with the same root face up on top of the card placed by student one (e.g., spectacular). 5. If student two does not have a word with the same root, selects cards from the stack until a word with the same root is selected. Places card on the pile. Or, may use a “change root” card to change root. Places “change root” card plus a word card with selected root on top of the pile. Note: Mix cards in discard pile and turn over when cards in stack are all used. 6. Continue to place cards until one student is out of cards. 7. Peer evaluation RH RH RH RH respect sp ectac ular RRHH RH RH Extensions and Adaptations Sort words by roots or add roots to play game (Activity Master AP.020.AM3a - AP.020.AM3c). Make other word cards to play game (Activity Master AP.020.AM4). Use base words, roots, and affixes to make words (Activity Masters AP.020.SS1 and AP.020.SS2). Write root on tree trunk and related words on branches (Activity Master AP.020.SS3). 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.020.AM1a Root Hoot RH RH spectacular spectacle RH RH RH RH perspective RH introspect RH word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.020.AM1b Root Hoot RH RH respect dictionary RH RH RH contradiction predict RH RH RH word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.020.AM1c Root Hoot RH RH verdict dictator RH RH RH RH microphone RH saxaphone RH word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.020.AM1d Root Hoot RH RH megaphone symphony RH RH RH RH moped RH phonics RH word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.020.AM1e Root Hoot RH RH peddler pedigree RH RH RH RH pedestrian RH quadruped RH word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.020.AM1f Root Hoot RH RH credit credulous RH RH RH RH incredible RH credential RH word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.020.AM1g Root Hoot RH RH tractor subtract RH RH RH RH attractive RH distract RH word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.020.AM1h Root Hoot RH RH extract porter RH RH RH RH portable RH import RH word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.020.AM1i Root Hoot RH RH support report RH RH RH RH rupture RH erupt RH word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.020.AM1j Root Hoot RH RH corrupt abrupt RH RH RH RH enact RH bankrupt RH word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.020.AM1k Root Hoot RH RH transact activity RH RH RH RH actress RH activate RH word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.020.AM1l Root Hoot RH RH graphite biography RH RH RH RH cartography RH paragraph RH word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.020.AM2a Root Hoot RH RH change root change root RH RH RH RH change root RH change root RH change root cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.020.AM2b Root Hoot RH RH change root change root RH RH RH RH change root RH change root RH change root cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.020.AM3a Root Hoot RH RH spec dict RH RH RH RH ped RH phon RH root word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.020.AM3b Root Hoot RH RH cred tract RH RH RH RH rupt RH port RH root word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.020.AM3c Root Hoot RH RH act graph RH RH RH RH RH RH root word cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.020.AM4 Root Hoot RH RH RH RH RH RH RH RH blank word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.020.SS1 ion able im/in dis pre re 4-5 Student Center Activities: Advanced Phonics note: some boxes may not have words tract Affixes dict Roots port fer Root Hoot 2007 The Florida Center for Reading Research Name AP.020.SS2 2007 The Florida Center for Reading Research note: some boxes may not have words Affixes Roots Root Hoot 4-5 Student Center Activities: Advanced Phonics Name AP.020.SS3 Root Hoot root root root root 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics Morpheme Structures AP.021 If the Clue Fits Objective The student will identify affixes, roots, base words, syllables, and variant correspondences in words. Materials If the Clue Fits triangles (Activity Master AP.021.AM1a - AP.021.AM1b) Clue cards (Activity Master AP.021.AM2a - AP.021.AM2c) Answer key (Activity Master AP.021.AM3a - AP.021.AM3b) An answer key is provided for optional use. Game pieces (e.g., counters) Activity clue misunderstand opposition unreliable indecisively pinecone electricity conversation root is “rupt” deactivate has three syllables sed two syllables are clo underweight * * * A B enlightening railroad supermarkets forgotten undercooked popullated unapproachable unfinished disruptive entertainment “disruptive” replacement Students identify words by using advanced phonics-related clues. 1. Place clue cards face down in a stack. Provide each student with a different triangle and game pieces. 2. Taking turns, students draw a card from the stack and read it (e.g., has three syllables, two syllables are closed, root is “rupt”). 3. Look for word on triangle that fits description (i.e., disruptive). Read word and place game piece on that spot. Place clue card in a discard pile. 4. If no word is found which matches description, place clue card at the bottom of the stack. 5. Continue activity until all matches are made. 6. Peer evaluation Extensions and Adaptations Make other clue cards and triangles (Activity Masters AP.003.AM3 and AP.021.AM4). Write words based on clues (Activity Master AP.021.SS). 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics replacement misunderstand electricity conversation opposition unreliable deactivate underweight indecisively If the Clue Fits pinecone A AP.021.AM1a word triangle A 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics populated unfinished entertainment undercooked unapproachable disruptive enlightening supermarkets railroad B forgotten AP.021.AM1b If the Clue Fits word triangle B 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.021.AM2a * * * * * * * * * * * * If the Clue Fits has two VCE syllables one syllable has / / compound word clue has five syllables * * * clue * * * clue * * * has one prefix and two suffixes base word is “decide” has five syllables prefix is a closed syllable base word is “rely” has four syllables has r-controlled syllable has a suffix clue * * * has three syllables third syllable has /a/ compound word clue has four syllables has a prefix root is “act” clue has four syllables “s” makes the sound /z/ has a suffix clue has five syllables last syllable is open “c” has two different sounds clue clue cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.021.AM2b If the Clue Fits * * * * * * * * * * * * has four syllables clue * * * clue * * * clue * * * base word is “approach” * * * three syllables are closed has a prefix has two vowel pair syllables one syllable has /a/ is a compound word has four syllables has one prefix and two suffixes base word is “light” has five syllables last syllable is consonant-le clue has three syllables has a VCE syllable has a prefix and suffix clue has four syllables two syllables are r-controlled is a compound word clue has three syllables two syllables are closed root is “rupt” clue has three syllables affix says /t/ has one vowel pair syllable clue clue cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.021.AM2c * * * * * * If the Clue Fits has four syllables has one vowel pair syllable has a suffix clue has four syllables second syllable is open has a suffix clue * * * * * * has three syllables has two affixes one of the affixes says /t/ clue has three syllables second syllable is closed has a suffix clue clue clue clue clue clue cards 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics AP.021.AM3a If the Clue Fits Answer Key A has two VCE syllables one syllable has / / compound word has three syllables third syllable has /a/ compound word has five syllables has one prefix and two suffixes base word is “decide” has four syllables has a prefix root is “act” pinecone underweight indecisively deactivate has five syllables prefix is a closed syllable base word is “rely” unreliable has four syllables “s” makes the sound /z/ has a suffix opposition has four syllables has r-controlled syllable has a suffix has five syllables last syllable is open “c” has two different sounds has four syllables three syllables are closed has a prefix has three syllables has a VCE syllable has a prefix and suffix 2007 The Florida Center for Reading Research conversation electricity misunderstand replacement 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.021.AM3b If the Clue Fits Answer Key B has two vowel team syllables one syllable has /a/ compound word railroad has four syllables two syllables are r-controlled compound word supermarkets has four syllables has one prefix and two suffixes base word is “light” has three syllables two syllables are closed root is “rupt” enlightening disruptive has five syllables last syllable is consonant-le base word is “approach” unapproachable has three syllables affix says /t/ has one vowel pair syllable undercooked has four syllables has vowel pair syllable has a suffix entertainment has three syllables has two affixes one of the affixes says /t/ unfinished has four syllables second syllable is open has a suffix populated has three syllables second syllable is closed has a suffix 4-5 Student Center Activities: Advanced Phonics forgotten 2007 The Florida Center for Reading Research Advanced Phonics If the Clue Fits AP.021.AM4 blank triangle 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Name AP.021.SS If the Clue Fits has two syllables both syllables have vowel pairs has three syllables has a suffix has three syllables first syllable is r-controlled has two syllables “c” in first syllable says /s/ has four syllables last syllable is VCE has three syllables root is “struct” has three syllables has a prefix has three syllables root is “act” 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Advanced Phonics Morpheme Structures AP.022 Word Way Objective The student will identify affixes, roots, base words, syllables, and variant correspondences in words. Materials Text Choose a one-page passage within students’ instructional-independent reading level range. Copy text. Optional: Laminate passage and use a Vis-à-Vis® marker. Highlighter Dictionary Notebook paper Pencil Activity Students decode unfamiliar words by analzing their parts. 1. Provide the student with a copy of the text, highlighter, and dictionary. 2. Student starts to read the text. 3. If unable to read a word, highlights the word, and writes on paper. 4. Uses pencil to underline any prefix or suffix. 5. Identifies the vowel sounds and puts slash marks in between the syllables. 6. Attempts to pronounce the word. Reads the word again faster. 7. Rereads the sentence with the word. If the word makes sense continues reading. If the word does not make sense, pronounce word in a different way until it does make sense (e.g., pronounce the “c” in “combination” with a /k/ instead of /s/). Looks up word in dictionary, if necessary. 8. Continues until the entire text is read. 9. Teacher evaluation share many characteristics. Most have Mammals are a class of animals that more for their babies, and care for their young babies that are born alive, make milk are warmalso have hair on their bodies and they than other groups of animals. They stays about the same no matter what blooded which means their body temperature the weather is like. with each other there are also some Although mammals have a lot in common many types that is different is that mammals eat ways in which they differ. One thing of eat only meat, and some eat a combination of foods. Some eat only plants, some eat insects. even mammals of both meat and plants. Some types includes and One group lays eggs There are three main groups of mammals. provide they has pouches in which the duck-billed platypus. Another group their third group doesn’t have pouches because transportation for their babies. The are are born. Some examples of mammals babies are more developed when they too. It’s whales. Human beings are mammals, beavers, cows, dogs, tigers, and even group. same the to belong animals these all almost unbelievable that combination transportation developed unbelievable Extensions and Adaptations Add student-friendly definitions or sentences to show meaning of the recorded words. Use tent card as a reference when reading (Activity Master AP.022.AM1). Circle affixes, identify vowel sounds, and make slash marks between the syllables (Activity Master AP.022.SS). 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Advanced Phonics AP.022.AM1 Word Way 1.Look at the word. 2.Identify prefixes and suffixes. 3.Note the vowel sounds in the rest of the word and divide the word into syllables. 5.Say the parts of the word together. 6.Say the parts together again fast. 7.Ask, “Is this a word I know? Does it make sense in the sentence?” - If it doesn’t make sense try pronouncing it a different way. For example, some consonants and vowels can be pronounced differently (e.g., “c” can have the sound of /s/ or /k/, “ea” can have the sound of /e/ or /e/). - Look the word up in the dictionary, if necessary. 8.When the word is identified, read the sentence again with the word. 9. Good job! Keep reading. How to Read an Unfamiliar Word How to Read an Unfamiliar Word 1.Look at the word. 2.Identify prefixes and suffixes. 3.Note the vowel sounds in the rest of the word and divide the word into syllables. 5.Say the parts of the word together. 6.Say the parts together again fast. 7.Ask, “Is this a word I know? Does it make sense in the sentence?” - If it doesn’t make sense try pronouncing it a different way. For example, some consonants and vowels can be pronounced differently (e.g., “c” can have the sound of /s/ or /k/, “ea” can have the sound of /e/ or /e/). - Look the word up in the dictionary, if necessary. 8.When the word is identified, read the sentence again with the word. 9. Good job! Keep reading. 4-5 Student Center Activities: Advanced Phonics 2007 The Florida Center for Reading Research Name AP.022.SS Word Way imported inaudible inscription perspective predictable incompleteness disrupting misinformation impediment relocation expedition undesirable endothermic uneventful detractor seamless 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics Fluency Word Parts F.001 Speedy Syllables Objective The student will gain speed and accuracy in reading syllables. Materials YES and NO header cards (Activity Master F.001.AM1) Copy on colored construction paper and laminate. Syllable cards (Activity Master F.001.AM2a - Activity Master F.001.AM2j) These are 100 syllables chosen from the list of 337 syllables found in the 5000 most frequent words. Some syllables have more than one pronunciation (e.g., “char” as in charter and character; “mal” as in formal and malnourished; “cy” as in fancy and cycle). It is suggested that when timing, students say only one sound per syllable. Note: All open syllables are pronounced with a long vowel sound. Syllables correct per minute record (Activity Master F.001.AM3) Timer (e.g., digital) Pencils Activity Students quickly read syllables in a timed activity. 1. Place header cards face up and timer on a flat surface. Place the syllable cards face down in a stack. Provide each student with a syllables correct per minute record. 2. Taking turns, student one sets the timer for one minute, selects the top card, holds it up for partner to see, and prompts partner to read the syllable. 3. If the syllable is read correctly, student one 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 until the timer rings. Count the syllable cards in the “YES” pile and record the number on the syllables correct per minute record. Read syllables 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 YES ence NO gen header F.001.AM3 Syllables Correct Per header Speedy Syllables Minute 1st try syllables 2nd try syllables 3rd try syllables 4th try syllables 5th try syllables Extensions and Adaptations Read common non-word syllables in a timed activity. There are approximately 20 different syllables presented on each sheet (Activity Master F.001.AM4a - F.001.AM4e). Use other syllable cards provided at the end of the Fluency Word Parts subcomponent in the 2-3 Student Center Activities Project found at www.fcrr.org. 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.001.AM1 Speedy Syllables YES header NO header header cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.001.AM2a Speedy Syllables vi tel wil ba bles bi bor cate cen char syllable cards 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.001.AM2b Speedy Syllables cial cir cle co cor cu cul cus cy gi syllable cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.001.AM2c Speedy Syllables ders dle dy ence ered fac fect gen gle heav syllable cards 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.001.AM2d Speedy Syllables ic ies pres jo ket lat lec lect li lin syllable cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.001.AM2e Speedy Syllables lo lu fel mal meas ments mi mil mo su syllable cards 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.001.AM2f Speedy Syllables ni no nore nu ob oc op ous har pi syllable cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.001.AM2g Speedy Syllables ples pos se ra mag rec rect rep ried ro syllable cards 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency Speedy Syllables F.001.AM2h sa ser sim sion sis sug ish sup sur ta syllable cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.001.AM2i Speedy Syllables tal te tem ti ner mar tor min tract tro syllable cards 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency Speedy Syllables F.001.AM2j tu tures um va val var vel vid ting writ syllable cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.001.AM3 Speedy Syllables Syllables Correct Per Minute 1st try syllables 2nd try syllables 3rd try syllables 4th try syllables 5th try syllables Syllables Correct Per Minute 4-5 Student Center Activities: Fluency 1st try syllables 2nd try syllables 3rd try syllables 4th try syllables 5th try syllables 2007 The Florida Center for Reading Research Fluency F.001.AM4a Speedy Syllables 1 ba bi tel bor cate cen cir cial char cle co cor cu cul cus cy gi bles vi wil vi tel wil ba bi cul bor cate cen cir cial char cle co cor cu cul cus cy gi wil vi tel gi cy cus bles cu cor co cle cir cial char cen cate bor bles bi ba (15) (30) (45) (60) common non-word syllables 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.001.AM4b 2 Speedy Syllables ders dle dy ence ered fac fect gen gle heav ic ies pres jo ket lat lec lect li lin ders dy ence fac ic dle gen ered lin jo gle heav ies pres ket lat lec lect li fect lin li lect lec lat ket jo pres ies ic heav gle gen fect fac ered ence dy dle ders (15) (30) (45) (60) common non-word syllables 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.001.AM4c Speedy Syllables 3 su ous op oc ob nu nore no ni mo mil mi ments meas pi mal fel lu lo har lo lu fel mal meas ments mi mil mo su ni no nore nu ob oc op ous har pi har lo lu fel mal meas nu ments mo mi mil ni no nore su ob oc op ous pi (15) (30) (45) (60) common non-word syllables 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.001.AM4d 4 Speedy Syllables ta sur sup sug sis sion sim ser se sa ro ried rep rect rec ra pos ples mag ish ples pos se ra mag rec rect rep ried ro sa ser sim sion sis sug ish sup sur ta ish mag ples pos ra rec rect re ried ro sa se ser sim sion sis sug sup sur ta (15) (30) (45) (60) common non-word syllables 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.001.AM4e Speedy Syllables 5 tures ting vid vel var val va um writ tu tro tract tor ti tem te tal ner min mar tal te tem ti ner mar tor min tract tro tu tures um va val var vel vid ting writ mar min ner tal te tem ti tract tract tro tu tures um va val var vel vid ting writ (15) (30) (45) (60) common non-word syllables 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency Word Parts F.002 Affix Wiz Objective The student will gain speed and accuracy in reading affixes. Materials Affix practice sheets (Activity Master F.002.AM1a - F.002.AM1b) These sheets consist of common prefixes and suffixes, which repeat on the page. Select target practice sheet (i.e., prefix, suffix). Make two copies of each sheet and laminate. Affixes correct per minute record (Activity Master F.002.AM2) Timer (e.g., digital) Vis-à-Vis® markers Pencils Activity Students quickly read affixes on a practice sheet in a timed activity. 1. Place timer on a flat surface. Provide each student with a copy of the target affix practice sheet, Vis-à-Vis® marker, and 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 reread affixes. 5. Continues until the timer rings. 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. Peer evaluation Fluency F.002.AM1a Affix Wiz de dis em en il for trans semi anti mid non im in ir mis pre re un sub inter inter dis em trans anti im in ir non de sub mis pre re un fore en semi il mid un re sub pre inter im in non ir mis semi fore fore trans anti em en il de dis Affixes Correct Per Min 1st try (15) (30) ute affixes 2 try affixes 3rd try affixes nd 4th try affixes 5th try affixes (45) (60) prefixes Fluency 4-5 Student Center Activities: for Reading Research 2007 The Florida Center Extensions and Adaptations Use prefixes and suffixes (mixed) practice sheet (Activity Master F.002.AM3). Use affixes and words practice sheets (Activity Master F.002.AM4a - F.002.AM4b). Highlight or circle target affixes in the newspaper or other print media. 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.002.AM1a Affix Wiz de dis em en il fore trans semi anti mid im in ir mis non pre re un sub inter inter dis em trans anti im in ir non de mis pre re un sub fore en semi il mid un re sub pre inter im in non fore mis semi fore ir trans anti em en il de dis (15) (30) (45) (60) prefixes 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.002.AM1b Affix Wiz able ation ed en er est ful ible ing ion ition ity ive less ly ness or es tion ment ment ful ive en er est ation ible or ion ition ity less ed ly ness ing es tion able or tion tion ness ment ity ive ition ly less ible ing est ful ion able en er ation ed (15) (30) (45) (60) suffixes 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.002.AM2 Affix Wiz Affixes Correct Per Minute 1st try affixes 2nd try affixes 3rd try affixes 4th try affixes 5th try affixes Affixes Correct Per Minute 1st try affixes 2nd try affixes 3rd try affixes 4th try affixes 5th try affixes 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.002.AM3 Affix Wiz ity ive ir mis ition de ed en in non inter less im sub inter pre re un ful ation anti mid tion fore ive dis less ly ation er able em en il ion sub ition ness er im fore trans mis ed mid tion ment im ir non ness or es ment re fore est ful ible ing (15) (30) (45) (60) prefixes and suffixes 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.002.AM4a Affix Wiz ir- irregular irresistible irresponsible irrational sub- subdivide subgroup subway substandard de- debrief decompose deplane defrost fore- forearm foreshadow foreground forehand mid- midday midsize midweek midnight semi- semifinal semiskilled semidry semiweekly anti- antigravity antisocial anticrime antibacterial inter- interact interconnect interstate interchange non- nonabrasive nonfiction nonliving nonstop em- emblaze embody embolden emplacement (20) (35) (50) prefixes and words 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.002.AM4b Affix Wiz -ation admiration consultation perspiration expectation -en darken deepen quicken straighten -able replaceable noticeable questionable readable -less sleepless careless colorless thoughtless -ment amazement development entertainment placement -ness kindness bitterness weakness darkness -ive creative passive active directive -ity minority purity ability majority -ful forgetful successful wonderful thoughtful -or governor conductor investigator inventor (20) (35) (50) suffixes and words 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency Word Parts F.003 Root Rap Objective The student will gain speed and accuracy in reading roots. Materials Root cards (Activity Master F.003.AM1a - F.003.AM1b) List of roots (Activity Master F.003.AM2) Activity Students quickly identify roots in a timed activity. 1. Place list of roots and root cards face up in rows on a flat surface. 2. Working in pairs, student one picks up the list of roots and student two sits in front of the root cards. 3. Student one reads the first root on the first row of the list of roots while student two points quickly to the root. 4. Student one checks to assure that the correct root is identified. If the root is not identified correctly, student one assists. Student one quickly reads the remaining roots, pausing so that student two may locate and point to the corresponding card. 5. Reverse roles and continue until the roots are indentified by each student multiple times. 6. Peer evaluation “scop” therm vis graph spec fer cred scop aud phon flect act photo Extensions and Adaptations Read list of roots in a timed activity and record (Activity Master F.003.AM3). Read roots and words in a timed activity (Activity Master F.003.AM4a - F.003.AM4b). Make other root cards (Activity Master F.003.AM5). Use root cards as flash cards. Disucss meanings of the roots. 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.003.AM1a Root Rap photo act scop tract dict ped rupt aud cred fer root cards 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.003.AM1b Root Rap gram graph phon vis port script spec tele therm flect root cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.003.AM2 Root Rap gram graph phon vis port ped cred fer rupt aud dict act scop photo tract script spec tele therm flect photo act scop tract dict ped rupt vis port script spec tele therm flect aud gram phon cred fer graph tele therm flect tract dict scop graph phon photo act ped rupt cred fer aud gram vis port script spec (15) (30) (45) (60) list of roots 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.003.AM3 Root Rap Roots Correct Per Minute 1st try roots 2nd try roots 3rd try roots 4th try roots 5th try roots Roots Correct Per Minute 1st try roots 2nd try roots 3rd try roots 4th try roots 5th try roots 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.003.AM4a 1 Root Rap gram telegram anagram diagram grammar graph phonograph grapheme telegraph graphite phon symphony phonograph phonogram telephone vis vision invisible visit visual port import transportation porter portable script subscription transcript prescription descriptive spec spectacle inspect spectator respect tele telephone telegraph telephoto television therm thermostat thermal thermodynamic endothermic flect reflect inflection deflect genuflect (20) (35) (50) roots and words 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.003.AM4b Root Rap 2 photo photocopy photograph photography photogenic act actor react transact enact scop telescope microscopic stethoscope periscope tract tractor retractor traction subcontract dict prediction dictionary verdict dictator ped pedal biped pedestal peddler rupt disrupt rupture corrupt interrupt aud auditorium inaudible audio audition cred incredible credit credential incredulous fer transfer confer refer ferry (20) (35) (50) roots and words 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.003.AM5 Root Rap blank cards 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency Word Parts F.004 Word Part Rush Objective The student will gain speed and accuracy in reading word parts. Materials Word part practice sheets (Activity Master F.004.AM1a - F.004.AM1c) These sheets consist of common syllables, prefixes, suffixes, and roots. They are only featured once on the page. Select target practice sheet (i.e., 1, 2, 3). Make two copies of each sheet and laminate. Word parts correct per minute record (Activity Master F.004.AM2) Timer (e.g., digital) Vis-à-Vis® markers Pencils Activity Students quickly read word parts on a practice sheet in a timed activity. 1. Place timer on a flat surface. Provide each student with a word parts practice sheet, Vis-à-Vis® marker, and a word parts correct per minute record. 2. Taking turns, students practice reading the word parts 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 word parts that are read incorrectly. If all the word parts on the sheet are read, go back to the top and reread the word parts. 5. Continues until timer rings. Student one marks the last word part read. Counts the number of word parts read correctly. 6. Student two records the number of word parts 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 Fluency Word Part Rush F.004.AM1a 1 act able anti ation aud cate cle ba bi bles bor cen char cial cir Word Parts Correct Per (20) Minute 1st try word parts word parts co cor cred cu cul ders dict dis 2nd try cy de dle dy 3rd try word parts 4th try word parts 5th try word parts ed em en est ence er ered es fac fect fer flect fore gram ful gen gi gle graph har ible ic ies (35) (50) word parts Research Center for Reading 2007 The Florida Activities: 4-5 Student Center Fluency Extensions and Adaptations Take turns with a partner reading line-by-line on a copy of the same practice sheet. Highlight target word parts in the newspaper or other print media. 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.004.AM1a 1 Word Part Rush able act anti ation aud ba bi bles bor cate cen char cial cir cle co cor cred cu cul cy de ders dict dis dle dy ed em en ence er ered es est fac fect fer flect fore ful gen gi gle gram graph har ible ic ies (20) (35) (50) word parts 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.004.AM1b Word Part Rush 2 il im in ing inter ion ir ish ition ity ive jo ket lat lec lect less li lin lo lu ly mag mal mar meas ment mi mid mil min mis mo ness ni no non nore nu ob oc op or ous ped phon photo pi ples port (20) (35) (50) word parts 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.004.AM1c 3 Word Part Rush pos pre ra re rec rect rep ried ro rupt sa scop script semi ser sim sion sis spec sub sug sup sur ta tal te tel tele tem therm ti tion tive tor tract trans tro tu tures um un va val var vel vi vid vis wil writ (20) (35) (50) word parts 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.004.AM2 Word Part Rush Word Parts Correct Per Minute 1st try word parts 2nd try word parts 3rd try word parts 4th try word parts 5th try word parts Word Parts Correct Per Minute 1st try word parts 2nd try word parts 3rd try word parts 4th try word parts 5th try word parts 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency Words F.005 Quick Sort Objective The student will gain speed and accuracy in reading words. Materials ime header cards (Activity Master F.005.AM1) R Note: Rimes used are ard, ean, ane, ush, one, ear, ant, een. Word cards (Activity Master F.005.AM2a - F.005.AM2d) Note: There are five words containing each rime. 2 Envelopes Place four rime header cards with corresponding words in each envelope. Time record (Activity Master F.005.AM3) Timer (e.g., digital) Pencils Activity Students sort and read words with the same rimes in a timed activity. 1. Place envelopes containing four rime header cards and corresponding word cards on a flat surface. 2. Taking turns, student one and student two select an envelope. 3. Student one starts the timer and tells student two to “begin.” 4. Student two opens his envelope and places the header cards in a row. Reads each of the word cards orally and places under the corresponding headers. 5. Student one stops the timer when all cards are sorted. Tells student two the time. Student two records time o n the recording sheet. Student two reads words aloud by rime to student one who checks for accuracy. 6.Reverse roles and continue until each student is able to sort both sets of cards multiple times. 7. Peer evaluation ard ear ush header cardinal ant header blushing een header enchantment header eighteen header hairbrush ean Time 1st try 2nd try 3 try : rd header 4th try 5 try : minutes minutes : minutes minutes th minutes : : seconds seconds seconds seconds seconds Extensions and Adaptations ort more than one envelope of words in a timed activity. S Read rimes in a timed activity (Activity Master F.005.AM4). Read rimes and words in a timed activity (Activity Master F.005.AM5a - F.005.AM5b). Make other word cards to sort (Activity Master F.003.AM5). 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.005.AM1 Quick Sort ard ean header ane header ush header one header ear header ant header een header header header cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.005.AM2a Quick Sort hardness bombard cardinal garden cardiology jellybean cleanup meaningful housecleaning demeanor word cards 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency Quick Sort F.005.AM2b humane airplane sugarcane hurricane membrane hairbrush blushing mushroom crushable crushed word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.005.AM2c Quick Sort cyclone chaperone headphones loneliness postpone appearance weary fearfully nearsighted yearbook word cards 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.005.AM2d Quick Sort grant planter enchantment chanting slanted unforseen teenager sunscreen eighteen canteen word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.005.AM3 Quick Sort Time 1st try minutes 2nd try minutes 3rd try minutes 4th try 5th try minutes minutes : : : : : seconds seconds seconds seconds seconds Time 1st try minutes 2nd try minutes 3rd try minutes 4th try 5th try 4-5 Student Center Activities: Fluency minutes minutes : : : : : seconds seconds seconds seconds seconds 2007 The Florida Center for Reading Research Fluency F.005.AM4 Quick Sort ade ane ant ark art ard oy oon ave ean ire one een ort ur ound ist ush ear aught ade ane ant ark art ard oy oon ave ean ire one een ort ush ear aught ist ound ur ist ound ush ear aught ire ave een ort ur ard oy oon one ean ade ane ant ark are (15) (30) (45) (60) rimes 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.005.AM5a Quick Sort ade ist oon ur parade history afternoon currently invader assist balloon hamburger cascade existence tablespoon occurrence everglades finalist cocoon furnish crusade dentist moonlight excursion decade bicyclist typhoon sulfur blockade consistently baboon blurry motorcade wrist cartoon murmur barricade resist spoonful burden downgrade enlist raccoon disturbance (11) (22) (33) (44) rime and words 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.005.AM5b Quick Sort ark ire ave oy market perspire bravery boycott ballpark admire behave voyage disembark requirements airwave convoy benchmark conspire concave destroy darken wireless engrave enjoyable parka empire forgave annoy sparkling entirely microwave loyalty remarkable inquire pavement royal skylark retirement quaver soybean sparkplugs desire brainwave employment (11) (22) (33) (44) rime and words 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency Words F.006 Give Me Five Objective The student will gain speed and accuracy in reading words. Materials High frequency word cards (Activity Master F.006.AM1a - F.006.AM1g) These are 140 multisyllabic words found in the first 500 high frequency words. Timer (e.g., digital) Words correct per minute record (Activity Master F.006.AM2) Pencils Activity Students take turns reading word cards in a timed group activity. 1. Place word cards face down in a stack. Provide each group of students with a timer and one words correct per minute record. 2. Student one sets the timer for one minute, picks up the first word card from the stack, reads it aloud, and places it in the discard pile. If unable to read a word on the card, makes attempts while another student counts to five. If still unable to read it, places it under the stack. 3. As soon as the card is placed in the discard pile, the next student quickly picks up a word card from the stack and reads it. 4. Students continue to pick up cards and read the words until the timer rings. 5. Student one counts and records the number of words read in one minute on the group record. Passes group record and timer to the next student. 6. Repeat the activity, attempting to increase speed and accuracy. 7. Peer evaluation “country, father, never, contain, decided” Words Correct countr y father along something never contain decided 1st try example 13 2nd try 3rd try 4th try 5th try person Per Minute words words words words words quickly 15 Extensions and Adaptations Distribute all cards and take turns reading them in sequence. State number and then read words. Make other high frequency word cards (Activity Master F.006.AM3). Use phrases and sentences. Time how long it takes one student to read all word cards (Activity Master F.005.AM3). 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.006AM1a Give Me Five other heavy about special many material circle into include number 1 people power water among over object order only cannot very 3 2 4 high frequency word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.006.AM1b Give Me Five after thousands sentence language before explain government follow equation around 5 another behind because system different ago common picture understand again 7 6 8 high frequency word cards 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.006.AM1c Give Me Five away island animal scientists letter carefully machine mother inside answer 9 study building America produce every surface nothing between ocean below 11 10 12 high frequency word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.006.AM1d Give Me Five country inches father minutes never became contain under decided story 13 along correct something finally example English person begin quickly always 15 14 16 high frequency word cards 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.006.AM1e Give Me Five paper certain together figure important notice upon until travel children 17 began slowly river table carry numeral busy without money second 19 18 20 high frequency word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.006.AM1f Give Me Five later hundred idea vowel enough morning pattern become against really 21 almost several above covered sometimes listen toward mountain himself being 23 22 24 high frequency word cards 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.006.AM1g Give Me Five family measure body happened music products early color remember question 25 area during problem today complete across however usually better easy 27 26 28 high frequency word cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.006.AM2 Give Me Five Words Correct Per Minute 1st try words 2nd try words 3rd try words 4th try words 5th try words Words Correct Per Minute 4-5 Student Center Activities: Fluency 1st try words 2nd try words 3rd try words 4th try words 5th try words 2007 The Florida Center for Reading Research Fluency Give Me Five F.006.AM3 blank cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency Words F.007 Read Speed Objective The student will gain speed and accuracy in reading words. Materials Word practice sheets (Activity Master F.007.AM1a - F.007.AM1c) These are 135 multisyllabic words found in the first 500 high frequency words. Each sheet consists of 45 different words. Make two copies of each sheet and laminate. Words correct per minute graph (Activity Master F.007.SS1) Timer (e.g., digital) Colored markers Vis-à-Vis® markers Activity Students quickly read words on a practice sheet in a timed activity. 1. Place timer on a flat surface. Provide each student with a word practice sheet, Vis-à-Vis® marker, and a words correct per minute graph. 2. Taking turns, students practice reading the words 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 sheet and uses a Vis-à-Vis® marker to mark any words that are read incorrectly. If all words are read, goes back to the top and continues until timer rings. 5. Student one counts number of words read correctly. Student two records the number of words read correctly on his words correct per minute graph using a colored marker. 6. Repeat the activity at least two more times attempting to increase speed and accuracy. 7. Reverse roles. 8. Peer evaluation Fluency Read Speed F.007.AM1b 2 mother answer study America every nothing ocean building produce surface between below country father never contain decided inches minutes became example under story along something person quickly correct finally English (15) (30) begin always paper together important upon travel certain figure notice until children began river carry (45) high frequency words Name F.007.SS1 1st try 4-5 Student Center Activities: for Reading Research 2007 The Florida Center Fluency 4-5 Student Center Activities: Words Correct Per 150 149 148 147 146 145 144 143 142 141 140 139 138 137 136 135 134 133 132 131 130 129 128 127 126 125 124 123 122 121 120 Fluency 2nd try 3rd try 4th try Read Speed Minute 5th try 2007 The Florida Center for Reading Research Extensions and Adaptations Use graph with less fluent readers (Activity Master F.007.SS2) and use other graphs with more fluent readers (Activity Masters F.007.SS3 and F.007.SS4). Use graphs to record weekly progress (Activity Masters F.016.SS2 and F.016.SS3). Use blank graph. Indicate words per minute target numbers (Activity Master F.007.SS5). 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.007.AM1a Read Speed 1 many circle include carefully scientists heavy special material busy number people water government able cannot power among object only very after sentence before over equation thousands language explain follow around (30) another because different common understand behind system order picture again away animal letter machine inside (15) (45) high frequency words 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.007.AM1b 2 Read Speed mother answer study America every nothing ocean building produce surface between below country father never contain decided inches minutes became under story along something example person quickly correct finally English begin always paper together important upon travel certain figure notice until children began river carry (15) (30) (45) high frequency words 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.007.AM1c Read Speed 3 money slowly table numeral without second later idea enough pattern against hundred vowel morning Indian really almost above sometimes toward himself several covered listen mountain being family body music early remember measure happened products color question area problem complete however better during today across usually (15) (30) (45) high frequency words 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Name F.007.SS1 Read Speed Words Correct Per Minute 150 149 148 147 146 145 144 143 142 141 140 139 138 137 136 135 134 133 132 131 130 129 128 127 126 125 124 123 122 121 120 1st try 4-5 Student Center Activities: Fluency 2nd try 3rd try 4th try 5th try 2007 The Florida Center for Reading Research Name F.007.SS2 Read Speed Words Correct Per Minute 120 119 118 117 116 115 114 113 112 111 110 109 108 107 106 105 104 103 102 101 100 99 98 97 96 95 94 93 92 91 90 1st try 2007 The Florida Center for Reading Research 2nd try 3rd try 4th try 5th try 4-5 Student Center Activities: Fluency Name F.007.SS3 Read Speed Words Correct Per Minute 180 179 178 177 176 175 174 173 172 171 170 169 168 167 166 165 164 163 162 161 160 159 158 157 156 155 154 153 152 151 150 1st try 4-5 Student Center Activities: Fluency 2nd try 3rd try 4th try 5th try 2007 The Florida Center for Reading Research Name F.007.SS4 Read Speed Words Correct Per Minute 210 209 208 207 206 205 204 203 202 201 200 199 198 197 196 195 194 193 192 191 190 189 188 187 186 185 184 183 182 181 180 1st try 2007 The Florida Center for Reading Research 2nd try 3rd try 4th try 5th try 4-5 Student Center Activities: Fluency Name F.007.SS5 Read Speed Words Correct Per Minute (wcpm) words correct per minute 1st try 4-5 Student Center Activities: Fluency 2nd try 3rd try 4th try 5th try 2007 The Florida Center for Reading Research Fluency Words F.008 Quick Words Objective The student will gain speed and accuracy in reading words. Materials Target word cards (Activity Master F.008.AM1). Write target words on cards. Option: Use target word cards from reading program or content areas. YES and NO header cards (Activity Master F.001.AM1) Words correct per minute graph (Activity Master F.007.SS1) Timer (e.g., digital) Colored markers Activity Students quickly read words in a timed activity. 1. Place header cards face up and timer on a flat surface. Place the word cards face down in a stack. Provide each student with a words correct per minute graph. 2. Taking turns, student one sets the timer for one minute, selects the top card, holds it up for partner to see, and prompts partner to read the word. 3. If the word is read correctly, student one places the card in a pile on the “YES” card. If the word is read incorrectly, places it in a pile on the “NO” card. 4. Continue until the timer rings. Count the word cards in the “YES” pile and record the number on the words correct per minute graph using a colored marker. Read words 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 “marvelous!” Name F.007.SS1 Read Speed YES NO barometer calculate header marvelous header 150 149 148 147 146 145 144 143 142 141 140 139 138 137 136 135 134 133 132 131 130 129 128 127 126 125 124 123 122 121 120 Words Correct Per Minute 1st try 4-5 Student Center Activities: Fluency 2nd try 3rd try 4th try 5th try 2007 The Florida Center for Reading Research Extensions and Adaptations Make practice sheets of target words to read in a timed practice (Activity Master F.008.AM2). Use graph with less fluent readers (Activity Master F.007.SS2) and use other graphs with more fluent readers (Activity Masters F.007.SS3 and F.007.SS4). Use blank graph. Indicate words per minute target numbers (Activity Master F.007.SS5). 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.008.AM1 Quick Words blank cards 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency Quick Words 2007 The Florida Center for Reading Research F.008.AM2 4-5 Student Center Activities: Fluency Fluency Phrases F.009 Fleeting Phrases Objective The student will gain speed and accuracy in reading phrases. Materials YES and NO header cards (Activity Master F.001.AM1) Phrase cards (Activity Master F.009.AM1a - F.009.AM1f ) Copy on card stock, laminate, and cut. Note: These phrases were developed using high frequency words. Phrases correct per minute record (Activity Master F.009.AM2) Timer (e.g., digital) Pencils Activity Students quickly read phrases on cards in a timed activity. 1. Place header cards face up and timer on a flat surface. Place the phrase cards face down in a stack. Provide each student with a phrases correct per minute record. 2. Taking turns, student one sets the timer for one minute, selects the top card, holds it up for partner to see, and prompts partner to read the phrase. 3. If all the words in the phrase are read correctly, student one places the card in a pile on the “YES” card. If one or more words in the phrase are read incorrectly, places it in a pile on the “NO” card. 4. Continues until the timer rings. Count the phrase cards in the “YES” pile and record the number on the phrases correct per minute record. Read phrases in the “NO” pile together. 5. Repeat the activity at least two more times attempting to increase speed and accuracy. 6. Reverse roles. 7. Peer evaluation “an important idea!” Phrases Correct Per Minute 1st try phrases 2 try phrases 3 try phrases 4th try phrases 5 try phrases nd an important idea rd th YES NO ude remember to incl header header Extensions and Adaptations Make other phrase cards (Activity Master F.008.AM1). Graph individual words read correctly (Activity Masters F.007.SS1, F.007.SS2, F.007.SS3). Identify and read sentences in text in which phrasing makes a difference in meaning (e.g., Fruit flies like a banana. Depending on phrasing, flies is either a noun or a verb). 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency Fleeting Phrases F.009.AM1a several years ago between the lines remember to include along the river during certain times never say never before and after among the family phrase cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.009.AM1b Fleeting Phrases really easy body of water enough money cannot understand you able to explain usually order today began slowly again and again phrase cards 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency Fleeting Phrases F.009.AM1c a number of people just minutes away answer the question an important idea your mother and father give me an example measure in inches before you begin phrase cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.009.AM1d Fleeting Phrases complete the sentence a common color listen carefully every second counts better late than never something special circle the letter almost always phrase cards 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency Fleeting Phrases F.009.AM1e below the surface early in the morning the story is about go inside the building correct the paper over and under it finally happened figure out the problem phrase cards 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.009.AM1f Fleeting Phrases across the ocean too heavy to carry children study together travel across the country nothing was decided many different animals covered the table sometimes you notice phrase cards 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.009.AM2 Fleeting Phrases Phrases Correct Per Minute 1st try phrases 2nd try phrases 3rd try phrases 4th try phrases 5th try phrases Phrases Correct Per Minute 1st try phrases 2nd try phrases 3rd try phrases 4th try phrases 5th try phrases 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency Phrases F.010 Phrase Haste Objective The student will gain speed and accuracy in reading phrases. Materials Phrase practice sheets (Activity Master F.010.AM1a - F.010.AM1b) These sheets consist of phrases using high frequency words. Select target practice sheet. Make two copies of each sheet and laminate. Phrases correct per minute record (Activity Master F.009.AM2) Timer (e.g., digital) Vis-à-Vis® markers Pencils Activity Students quickly read phrases in a timed activity. 1. Place timer on a flat surface. Provide each student with a copy of the phrase practice sheet, Vis-à-Vis® marker, and a phrases correct per minute record. 2. Taking turns, students read the phrases 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 her copy and uses a Vis-à-Vis® marker to mark any words in the phrases that are read incorrectly. If all the phrases on the sheet are read, goes back to the top and rereads phrases. 5. Continues until the timer rings. Student one marks the last word read. Student two counts the number of total phrases read correctly. Note: To count the phrase as correct, all the words in the phrase must be read correctly. 6. Student two records the number of phrases read correctly on her phrases correct per minute record. 7. Repeat the activity at least two more times attempting to increase speed and accuracy. 8. Reverse roles. 9. Peer evaluation Fluency 1 Phrases Correct F.010.AM1a Phrase Haste a number of people body of water remember to include just minutes away enough money along the river answer the question cannot understand you during certain times an important idea able to explain never say never your mother and father usually order before and after give me an example today began slowly among the family measure in inches again and again it happened quicky before you begin several years ago thousands of questions really easy between the lines answer must contain 1st try (9) (18) 2nd try Per Minute phrases phrases 3rd try phrases 4th try phrases 5th try phrases (27) common phrases Fluency 4-5 Student Center Activities: for Reading Research 2007 The Florida Center Extensions and Adaptations Use other phrases. Graph individual words read correctly (Activity Masters F.007.SS1, F.007.SS2, F.007.SS3, F.007.SS4, and F.007.SS5). Read idioms in a timed activity (Activity Master F.010.AM2). Discuss meanings of the idioms. 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.010.AM1a Phrase Haste 1 a number of people body of water remember to include just minutes away enough money along the river answer the question cannot understand you during certain times an important idea able to explain never say never your mother and father usually order before and after give me an example today began slowly among the family measure in inches again and again it happened quicky before you begin several years ago thousands of questions really easy between the lines answer must contain (9) (18) (27) common phrases 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.010.AM1b 2 Phrase Haste complete the sentence early in the morning children study together a common color the story is about travel across the country listen carefully go inside the building nothing was decided every second counts correct the paper many different animals better late than never over and under covered the table something special it finally happened sometimes you notice circle the letter figure out the problem finally decided upon almost always across the ocean until the very end below the surface too heavy to carry another way around (9) (18) (27) common phrases 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.010.AM2 Phrase Haste 3 bark up the wrong tree get cold feet measure up to the task bird’s eye view glued to his seat off the top of my head burn the midnight oil had her hands full raining cats and dogs crack a smile had us in stitches root for the underdog doesn’t hold water has a green thumb skating on thin ice drop me a line let the cat out of the bag speak my mind felt like a million dollars know the ropes spilled the beans fish out of water get the ball rolling state-of-the-art forever and a day like a broken record wrong side of the bed (9) (18) (27) idioms 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency Chunked Text F.011 Reading Chunks Objective The student will read with proper phrasing, intonation, and expression in chunked text. Materials Chunked passage (Activity Master F.011.AM1) Make two copies and laminate. Original passage (Activity Master F.011.AM2) Make two copies and laminate. Activity Students read text which has been divided into meaningful chunks, then reread it fluently without the slash marks. 1. Rank students by reading ability from highest performing to lowest performing. Split the class in half and pair the top ranked high-performing student with the top ranked low-performing student. Continue pairing in that order. 2. Provide each student with a copy of the passage. 3. Working together, student one (higher performing student) reads the entire passage with intonation and expression while pausing briefly between chunks (or phrases) at slash marks. 4. Student two (lower performing student) then reads the same passage with intonation and expression while pausing briefly between chunks (or phrases) at slash marks. 5. Student one reads the passage without the slash marks using proper phrasing, intonation, and expression. 6. Student two reads the same passage without the slash marks using proper phrasing, intonation, and expression. 7. Reverse roles and repeat activity. 8. Peer evaluation Fluency Fluency F.011.AM1 Reading Chunks F.011.AM2 Reading Chunks Harry’s Hiccups Harry’s Hiccups What started out / as a typical day / would soon turn into / one of the most unusual days / Harry ever had. // His mom came in / and woke him up at 7:00 / so he could get ready for school. // Breakfast was the same cereal / he ate every day / along with his banana / and glass of juice. // As he left, / he grabbed his homework and backpack. // He reminded his mom / that he had a What started out as a typical day would soon turn into one of the most unusual days Harry ever had. His mom came in and woke him up at 7:00 so he could get ready for school. Breakfast was the same cereal he ate every day along with his banana and glass of juice. As he left, he grabbed his homework and backpack. He reminded his mom that he had a baseball game that night. He was on the bus / when they began. // He was involved in a conversation / with his friends when, / out of nowhere, / he began to hiccup. // He excused himself / and thought that would be the end of it. // Instead, / it was only the beginning. // He hiccupped again and again until, / finally, / one of his friends said, / “Okay, Harry enough. // You’re starting to bother me / and everyone else on the bus.”// The problem was / they weren’t small inaudible hiccups. // No, / they were loud enough / for everyone to hear. // They also got He was on the bus when they began. He was involved in a conversation with his friends when, out of nowhere, he began to hiccup. He excused himself and thought that would be the end of it. Instead, it was only the beginning. He hiccupped again and again until, finally, one of his friends said, “Okay, Harry enough. You’re starting to bother me and everyone else on the bus.” The problem was they weren’t small inaudible hiccups. No, they were loud enough for everyone to hear. They also got to be painful. baseball game that night. // to be painful. // / so he sat at a table by himself. // The hiccups persisted throughout the day. This had never happened to Harry before. His teacher tried to be understanding and suggested he get some water. When that didn’t work, one of the students tried to startle him as a way to stop the hiccups. Another student suggested he breathe into a bag. None of these remedies worked. Harry continued to hiccup. When they got to be too loud, everyone decided he should go see the nurse. His classmates did not want to be rude, but no one wanted to sit with him at lunch, so he sat at a table by himself. Harry thought the hiccups / might go away / when he started playing baseball. // But, / instead, / he hiccupped and struck out. // The coach told Harry / it probably would be better / if he sat out / the rest of the game. // That night / when he tried to do his homework, / all he could do was hiccup. // What if he had the hiccups / for the rest of his life? // Upset and worn out, / Harry went to bed. // The last thing he remembered / was hiccupping. // The next morning / when he woke up / he opened his eyes and inhaled. // All was normal. // Harry was happy / to be quiet that day. // Harry thought the hiccups might go away when he started playing baseball. But, instead, he hiccupped and struck out. The coach told Harry it probably would be better if he sat out the rest of the game. That night when he tried to do his homework, all he could do was hiccup. What if he had the hiccups for the rest of his life? Upset and worn out, Harry went to bed. The last thing he remembered was hiccupping. The next morning when he woke up he opened his eyes and inhaled. All was normal. Harry was happy to be quiet that day. The hiccups persisted / throughout the day. // This had never happened / to Harry before. // His teacher tried to be understanding / and suggested he get some water. // When that didn’t work, / one of the students / tried to startle him / as a way to stop the hiccups. // Another student suggested he breathe / into a bag. // None of these remedies worked. // Harry continued to hiccup. // When they got to be too loud, / everyone decided he should go / see the nurse. // His classmates did not want to be rude, / but no one wanted to sit with him at lunch, 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Extensions and Adaptations Chunk and read other passages according to instructional-independent reading level range. Repeat using a timer. Read passage divided line-by-line in a chunked format (Activity Master F.011.AM3) and reread in original format (Activity Master F.011.AM4). 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.011.AM1 Reading Chunks Harry’s Hiccups What started out / as a typical day / would soon turn into / one of the most unusual days / Harry ever had. // His mom came in / and woke him up at 7:00 / so he could get ready for school. // Breakfast was the same cereal / he ate every day / along with his banana / and glass of juice. // As he left, / he grabbed his homework and backpack. // He reminded his mom / that he had a baseball game that night. // He was on the bus / when they began. // He was involved in a conversation / with his friends when, / out of nowhere, / he began to hiccup. // He excused himself / and thought that would be the end of it. // Instead, / it was only the beginning. // He hiccupped again and again until, / finally, / one of his friends said, / “Okay, Harry enough. // You’re starting to bother me / and everyone else on the bus.”// The problem was / they weren’t small inaudible hiccups. // No, / they were loud enough / for everyone to hear. // They also got to be painful. // The hiccups persisted / throughout the day. // This had never happened / to Harry before. // His teacher tried to be understanding / and suggested he get some water. // When that didn’t work, / one of the students / tried to startle him / as a way to stop the hiccups. // Another student suggested he breathe / into a bag. // None of these remedies worked. // Harry continued to hiccup. // When they got to be too loud, / everyone decided he should go / see the nurse. // His classmates did not want to be rude, / but no one wanted to sit with him at lunch, / so he sat at a table by himself. // Harry thought the hiccups / might go away / when he started playing baseball. // But, / instead, / he hiccupped and struck out. // The coach told Harry / it probably would be better / if he sat out / the rest of the game. // That night / when he tried to do his homework, / all he could do was hiccup. // What if he had the hiccups / for the rest of his life? // Upset and worn out, / Harry went to bed. // The last thing he remembered / was hiccupping. // The next morning / when he woke up / he opened his eyes and inhaled. // All was normal. // Harry was happy / to be quiet that day. // 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.011.AM2 Reading Chunks Harry’s Hiccups What started out as a typical day would soon turn into one of the most unusual days Harry ever had. His mom came in and woke him up at 7:00 so he could get ready for school. Breakfast was the same cereal he ate every day along with his banana and glass of juice. As he left, he grabbed his homework and backpack. He reminded his mom that he had a baseball game that night. He was on the bus when they began. He was involved in a conversation with his friends when, out of nowhere, he began to hiccup. He excused himself and thought that would be the end of it. Instead, it was only the beginning. He hiccupped again and again until, finally, one of his friends said, “Okay, Harry enough. You’re starting to bother me and everyone else on the bus.” The problem was they weren’t small inaudible hiccups. No, they were loud enough for everyone to hear. They also got to be painful. The hiccups persisted throughout the day. This had never happened to Harry before. His teacher tried to be understanding and suggested he get some water. When that didn’t work, one of the students tried to startle him as a way to stop the hiccups. Another student suggested he breathe into a bag. None of these remedies worked. Harry continued to hiccup. When they got to be too loud, everyone decided he should go see the nurse. His classmates did not want to be rude, but no one wanted to sit with him at lunch, so he sat at a table by himself. Harry thought the hiccups might go away when he started playing baseball. But, instead, he hiccupped and struck out. The coach told Harry it probably would be better if he sat out the rest of the game. That night when he tried to do his homework, all he could do was hiccup. What if he had the hiccups for the rest of his life? Upset and worn out, Harry went to bed. The last thing he remembered was hiccupping. The next morning when he woke up he opened his eyes and inhaled. All was normal. Harry was happy to be quiet that day. 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.011.AM3 Reading Chunks Cooking Up Trouble Jill and her dad went to the bakery for breakfast. Jill could see the baker placing trays in the massive oven. The baker asked Jill if she would like a tour of the kitchen. Jill smiled and said, “Yes!” The baker demonstrated how the large mixer worked, showed them the oven, and the huge baker’s preparation table. Then the baker told them how he combines the ingredients to make the dough. As Jill listened, the glistening switch on the giant mixing machine caught her eye. She extended her hand and flipped the switch. “Whir!” went the machine. The baker, Jill, and her dad tried to dart out of the way. Chocolate cake batter splattered around the room 2007 The Florida Center for Reading Research and all over Jill. The baker lunged toward the machine and turned it off. Jill wanted to cry and was afraid to look at her dad or the baker. Unexpectedly the baker started to laugh. Then, Jill’s dad started to laugh. Jill still felt dreadful, but she began to giggle too. Jill’s dad sat and had a cup of coffee while Jill cleaned up the chocolate cake batter. When she had completed the job, she asked the baker to accept her apology for making the mess. He smiled and said, “That’s okay.” Then, he offered her a box to take with her. When she got outside the bakery, she peered in the box to see a huge piece of chocolate cake. Jill smiled. 4-5 Student Center Activities: Fluency Fluency F.011.AM4 Reading Chunks Cooking Up Trouble J i l l a n d h e r d a d w e nt to the baker y for breakfast. Jill could s e e t h e b a ke r p l a c i n g t r ays in the massive oven. The baker asked J i l l i f s h e w o u l d l i ke a t o ur of the kitchen. Jill smiled and said, “ Ye s ! ” Th e b a ke r d e m o n s t r ated ho w the lar ge m ixer wo r ked, showe d t h e m t h e ov e n, a n d t h e huge baker ’ s pr epar atio n table. T he n the b a ke r t o l d t h e m h o w h e combines the ingredients to make the d o u g h . A s J i l l l i s t e n e d , t h e glistening switch on the giant mixing m a c h i n e c a u g h t h e r e y e . She extended her hand and flipped the s w i t c h . “ W h i r ! ” w e n t t h e m ac hine. T h e b a ke r, J i l l , a n d her dad tried to dar t out of the way. C h o c o l a t e c a ke b a t t e r s plattered around the room and al l over Ji l l . Th e b a ke r l u n g e d t owar d the m ac hine a tur ned it o ff. Ji l l w an t e d t o c r y a n d w a s a fr aid to lo o k at her dad o r the ba ke r. Une x p e c t e d l y t h e b a ke r s t a r ted to laugh. Then, Jill’s dad star ted to l au gh . J i l l s t i l l f e l t d r e a d f ul, but she began to giggle to o. J i l l ’ s d a d s a t a n d h ad a cup of coffee while Jill cleaned up t h e c h o c o l a t e c a ke b a t t er. When she had completed the job, she a s ke d t he b a ke r t o a c c e pt her apology for making the mess. He s m i l e d a n d s a i d , “ T h a t ’ s okay.” Then, he offered her a box to take w i t h h e r. W h e n s h e g o t o utside the baker y, she peered in the box t o s ee a h u g e p i e c e of cho c o late c ake. J ill sm iled. 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency Chunked Text F.012 Division Decisions Objective The student will read with proper phrasing, intonation, and expression in chunked text. Materials Passage (Activity Master F.012.AM1) Make two copies and laminate. Note: Several sentences have slashes to help students get started. Vis-à-Vis® markers Activity Students divide text into meaningful parts and then read it fluently. 1. Rank students by reading ability from highest performing to lowest performing. Split the class in half and pair the top ranked high-performing student with the top ranked low-performing student. Continue pairing in that order. 2. Provide each student with a copy of the text. 3. Working together, students determine text chunks and indicate using slash marks. Put single slashes (/) to denote short pauses and double slashes (//) to denote end of sentence. 4. Student one (higher performing student) reads the text with proper intonation and expression while pausing briefly between chunks (or phrases) as denoted by slash marks. 5. Student two (lower performing student) listens and checks for designated phrasing. Repeats the reading using proper intonation, expression, and phrasing. 6. Reverse roles and repeat activity. 7. Peer evaluation Fluency Division Decisions F.012.AM1 Feline Flees / an Samantha was an orange, / fat feline. // She lived inside / enormous house / that was located / next to a river. // Everyday, // Although window. the /out stared and / chair a in lounged Samantha / to desire a she was usually content / with this activity, / she often had Matt, never go outside / to explore and play. // But Samantha’s owner, she window, the out allowed her to go outside. As Samantha gazed She watched daydreamed about venturing into the great outdoors. the yard. She the river flow, birds fly in the air, and rabbits run through she could go would relax in the chair and think about the day when She outside. get to way a outside. She decided she would contrive than sitting became convinced that she would have more fun outside on a chair inside. to The next day, Samantha sat by the door as Matt got ready keys, she had leave. Samantha knew that when Matt picked up the car Matt to make her move! She sat by the door and waited patiently. the doorknob picked up his car keys, moved toward the door, turned bolted out of the and opened the door. At that same instant, Samantha to run began She free! was she it; believe couldn’t house. Samantha to chase as fast as she could. She was going to have the opportunity Suddenly, river. the beside grass the in lounge and rabbits and birds stop or else something made Samantha come to a halt. She had to all; she was still she would run into the garage door! She wasn’t free at inside the garage. silly Matt chuckled as he picked up Samantha and said, “You where you are cat, you could get hurt if you went outside. Stay inside her on the big safe.” Matt carried Samantha into the house and placed and told her he chair next to the window. Matt patted Samantha’s head day looking out would be home after work. So, Samantha spent another escape again to try to determined was the window and scheming. She when Matt got home. 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Extensions and Adaptations Erase slash marks and read fluently. Use other passages and highlight every other phrase in the text and then read fluently. Use other passages according to instructional-independent reading level range. Repeat using a timer. 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.012.AM1 Division Decisions Feline Flees Samantha was an orange, / fat feline. // She lived inside / an enormous house / that was located / next to a river. // Everyday, / Samantha lounged on a chair / and stared /out the window. // Although she was usually content / with this activity, / she often had a desire / to go outside / to explore and play. // But Samantha’s owner, Matt, never allowed her to go outside. As Samantha gazed out the window, she daydreamed about venturing into the great outdoors. She watched the river flow, birds fly in the air, and rabbits run through the yard. She would relax on the chair and think about the day when she could go outside. She decided she would contrive a way to get outside. She became convinced that she would have more fun outside than sitting on a chair inside. The next day, Samantha sat by the door as Matt got ready to leave. Samantha knew that when Matt picked up the car keys, she had to make her move! She sat by the door and waited patiently. Matt picked up his car keys, moved toward the door, turned the doorknob and opened the door. At that same instant, Samantha bolted out of the house. Samantha couldn’t believe it; she was free! She began to run as fast as she could. She was going to have the opportunity to chase birds and rabbits and lounge in the grass beside the river. Suddenly, something made Samantha come to a halt. She had to stop or else she would run into the garage door! She wasn’t free at all; she was still inside the garage. Matt chuckled as he picked up Samantha and said, “You silly cat, you could get hurt if you went outside. Stay inside where you are safe.” Matt carried Samantha into the house and placed her on the big chair next to the window. Matt patted Samantha’s head and told her he would be home after work. So, Samantha spent another day looking out the window and scheming. She was determined to try to escape again when Matt got home. 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency Chunked Text F.013 Chunk It Up Objective The student will read with proper phrasing, intonation, and expression in chunked text. Materials Tent card (Activity Master F.013.AM1) Passage (Activity Master F.013.AM2) Make two copies and laminate. Optional: Provide each student a paper copy of the text to turn in. Vis-à-Vis® markers Activity Students divide text into meaningful parts and then read it fluently. 1.Rank students by reading ability from highest performing to lowest performing. Split the class in half and pair the top ranked high-performing student with the top ranked low-performing student. Continue pairing in that order. 2.Place tent card so both students can read it. Provide each student with a copy of the text and a Vis-à-Vis® marker. 3. Working together, students determine text chunks and indicate using slash marks. Put single slashes (/) to denote short pauses and double slashes (//) to denote end of sentence. Refer to tent card, as necessary. 4. Student one (higher performing student) reads the text with proper intonation and expression while pausing briefly between chunks (or phrases) as denoted by slash marks. 5. Student two (lower performing student) repeats the reading using proper intonation, expression, and phrasing. 6.Reverse roles and repeat the activity. 7. Peer evaluation A Moving Story week, Marty had lived in Happyville since she was born. Next miles away to however, Marty and her family were moving over 1000 reasons. She Washington. Marty despised the idea of moving for many the soccer team was sad to be leaving her best friend. She played on not be sleeping in for two years and hated leaving her team. She would by herself. She just her bedroom which she loved and had decorated all hated the whole thing. be good Marty’s dad had gotten a new job and said it would would be lots of for the entire family. Her mother told Marty that there too young to new things to do and people to meet. Her brother was not know anyone understand. How could this be good when she would and when she would have to go to a brand new school? on The whole situation was worse because they were moving to spend the day Marty’s birthday! She was going to turn 11 and wanted birthday packing with her friends. Instead, she was going to spend her truck. What about and watching the contents of the house be put on a What about her party? What about spending the day with her friends? what she wanted? No one ever asked what she wanted. approach. One morning Marty woke up and decided to try a new be a good She would make a plan about how this could actually and take pictures thing. The first thing she did was borrow the camera house, her of everything that was familiar to her. This included her a list of things she bedroom, her friends, and her school. Then she made join the soccer could try when she got to the new town. She would also to the other kids at team there. In addition, she would introduce herself that if she had the school and try to make friends with them. She knew right attitude things would turn out fine. Extensions and Adaptations Erase slash marks and read fluently. Use other passages according to instructional-independent reading level range. Use a tape recorder to record reading. Repeat using a timer. 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.013.AM1 Chunk It Up Example: Mom relaxed / in the chair / and thought / about the day / when she / could go on vacation. // • • • • • There are no defined rules to separate sentences into phrases. Most people pause somewhere in the middle of sentences. Sometimes subjects and predicates are placed in separate phrases. Prepositional phrases, verb phrases, and noun phrases may signal a pause. Punctuation marks within and at the end of sentences signal phrases and pauses. Keep in mind: 1. Place a single slash mark (/) to indicate a short pause at the end of a phrase within the sentence. 2. Place two slash marks (//) at the end of a sentence to indicate a longer pause. Divide or chunk sentences into meaningful phrases to practice fluent reading. Chunking Text Chunking Text Divide or chunk sentences into meaningful phrases to practice fluent reading. 1. Place a single slash mark (/) to indicate a short pause at the end of a phrase within the sentence. 2. Place two slash marks (//) at the end of a sentence to indicate a longer pause. Keep in mind: • • • • • There are no defined rules to separate sentences into phrases. Most people pause somewhere in the middle of sentences. Sometimes subjects and predicates are placed in separate phrases. Prepositional phrases, verb phrases, and noun phrases may signal a pause. Punctuation marks within and at the end of sentences signal phrases and pauses. Example: Mom relaxed / in the chair / and thought / about the day / when she / could go on vacation. // 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.013.AM2 Chunk It Up A Moving Story Marty had lived in Happyville since she was born. Next week, however, Marty and her family were moving over 1000 miles away to Washington. Marty despised the idea of moving for many reasons. She was sad to be leaving her best friend. She played on the soccer team for two years and hated leaving her team. She would not be sleeping in her bedroom which she loved and had decorated all by herself. She just hated the whole thing. Marty’s dad had gotten a new job and said it would be good for the entire family. Her mother told Marty that there would be lots of new things to do and people to meet. Her brother was too young to understand. How could this be good when she would not know anyone and when she would have to go to a brand new school? The whole situation was worse because they were moving on Marty’s birthday! She was going to turn 11 and wanted to spend the day with her friends. Instead, she was going to spend her birthday packing and watching the contents of the house be put on a truck. What about her party? What about spending the day with her friends? What about what she wanted? No one ever asked what she wanted. One morning Marty woke up and decided to try a new approach. She would make a plan about how this could actually be a good thing. The first thing she did was borrow the camera and take pictures of everything that was familiar to her. This included her house, her bedroom, her friends, and her school. Then she made a list of things she could try when she got to the new town. She would also join the soccer team there. In addition, she would introduce herself to the other kids at school and try to make friends with them. She knew that if she had the right attitude things would turn out fine. 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency Connected Text F.014 Practice and Read Objective The student will gain speed and accuracy in reading connected text. Materials Passage, book, or text Select a target story, passage, or other connected text (e.g., basal selection, content area chapter) that is familiar to students. Provide two copies. Word list (Activity Master F.014.SS) Write target words from the passage. Provide two copies. Activity Students practice reading target words and then read connected text containing these words. 1. Provide each student with a word list and passage. 2. Students each practice reading the word list three times. 3. Taking turns, students read a paragraph of the passage focusing on speed and accuracy. 4. Continue until the entire text is read. 5. Repeat the activity. 6. Peer evaluation Name F.014.SS Practice and Read Word List government Constitution executive judicial legislative responsibilities individual rights citizen Activities: 4-5 Student Center Fluency Research Center for Reading 2007 The Florida Extensions and Adaptations Read the entire passage in a timed activity and graph words correct per minute (Activity Masters F.007.SS1, F.007.SS2, F.007.SS3, F.007.SS4, and F.007.SS5). Reread passage and focus on proper phrasing, intonation, and expression. 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Name F.014.SS Practice and Read Word List 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency Connected Text F.015 Reading Twosome Objective The student will gain speed and accuracy in reading connected text. Materials Passage, book, or text Select text within students’ instructional-independent reading level range. Activity Students reread text with a partner. 1. Provide each student with a copy of the selected text. 2. Taking turns, students alternate reading sentences or paragraphs and providing assistance to each other. 3. Continue to read until the entire text has been read. 4. Reread the text multiple times attempting to gain speed and accuracy. 5. Peer evaluation Extensions and Adaptations Take turns reading a portion of the text, stopping in midsentence, and having partner read on from that point. Read entire text to each other using a timer to increase speed. 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency Connected Text F.016 Reading Results Objective The student will gain speed and accuracy in reading connected text. Materials Passage, book, or text Choose book passages or other text within students’ instructional-independent reading level range. Make two copies and laminate. Indicate the number of words in text. Reading record (Activity Master F.016.SS1) Words correct per minute graph (Activity Master F.007.SS1) This graph records 120-150 words correct per minute. Other graphs to record 90-120, 150-180, and 180-210 words correct per minute can be found at F.007.SS2, F.007.SS3, and F.007.SS4. Pencils Timer (e.g., digital) Vis-à-Vis® markers Activity Students time repeated readings and graph words correct per minute. 1. Provide each student with a copy of the selected text, reading record, and words correct per minute graph. Provide students with a timer. 2. Working in pairs, student one sets the timer for one minute and orally reads the text. Student two follows along, using a Vis-à-Vis® marker to mark words read incorrectly. 3. Continue reading and marking text until the timer rings. Student one completes the reading record and words correct per minute graph with the assistance of student two. 4. Student one rereads the text two more times, attempting to increase speed and accuracy. 5. Reverse roles and continue the activity. 6. Peer evaluation Name Name Reading Results F.007.SS1 F.016.SS1 Title: Pages Read: Date: First Reading Number of words read: Subtract number of errors: Number of words correct per minute: Second Reading Number of words read: Subtract number of errors: Number of words correct per minute: Third Reading Number of words read: Subtract number of errors: Number of words correct per minute: 1st try Research Center for Reading 2007 The Florida Activities: 4-5 Student Center Words Correct Per 150 149 148 147 146 145 144 143 142 141 140 139 138 137 136 135 134 133 132 131 130 129 128 127 126 125 124 123 122 121 120 4-5 Student Center Activities: Fluency 2nd try 3rd try 4th try Read Speed Minute 5th try Fluency 2007 The Florida Center for Reading Research Extensions and Adaptations Make flash cards of words read incorrectly and practice in a timed activity. Use graphs to record weekly progress (Activity Master F.016.SS2 and F.016.SS3). Indicate words correct per minute (wcpm) target numbers on blank lines. Use graph to record monthly progress (Activity Master F.016.SS4). 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Name F.016.SS1 Reading Results Title: Date: Pages Read: First Reading Number of words read: Subtract number of errors: Number of words correct per minute: Second Reading Number of words read: Subtract number of errors: Number of words correct per minute: Third Reading Number of words read: Subtract number of errors: Number of words correct per minute: 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Name F.016.SS2 Reading Results Progress Graph Date: Date: Date: Date: Date: Title: Title: Title: Title: Title: (wcpm) (wcpm) (wcpm) (wcpm) (wcpm) words correct per minute 1 2 3 2007 The Florida Center for Reading Research 1 2 3 1 2 3 1 2 3 1 2 3 Daily Readings 4-5 Student Center Activities: Fluency Name F.016.SS3 Reading Results Progress Graph Date: Date: Date: Date: Date: Title: Title: Title: Title: Title: (wcpm) (wcpm) (wcpm) (wcpm) (wcpm) words correct per minute 4-5 Student Center Activities: Fluency Best Daily Reading 2007 The Florida Center for Reading Research Name F.016.SS4 Reading Results Progress Graph Week 1 Dates: M T W Th Week 2 Dates: F M T W Th Week 3 Dates: F M T W Th Week 4 Dates: F M T W Th F (wcpm) (wcpm) (wcpm) (wcpm) (wcpm) words correct per minute 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.017 Connected Text Echo Echo Objective The student will read with proper phrasing, intonation, and expression in connected text. Materials Passage, book, or text Choose books or passages within lower performing students’ instructional-independent reading level range. Sticky notes Indicate the length of the text to be read at a time by using sticky notes or assigning sentences or paragraphs. Activity Students practice reading fluently by echo reading text with a partner. 1. Rank students by reading ability from highest performing to lowest performing. Split the class in half and pair the top ranked high-performing student with the top ranked low-performing student. Continue pairing in that order. 2. Provide each student with a copy of the selected text. 3. Working in pairs, student one (the higher-performing student) reads the assigned length of text aloud. Student two (the lower-performing student) reads along silently. 4. Student two rereads the same text using the same phrasing, intonation, and expression while student one assists. 5. Continue the activity until the entire text has been read. 6. Reread the text several times. 7. Reverse roles and repeat the activity. 8. Peer evaluation Extensions and Adaptations Change the assigned length of text read at a time and read the text again. After reading, discuss the text and its meaning. Retell the story or summarize the text. 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency Connected Text F.018 Follow My Lead Objective The student will read with proper phrasing, intonation, and expression in connected text. Materials Passage, book, or text Choose stories within students’ instructional-independent reading level range. One copy for each student. Reader Leader tent card (Activity Master F.018.AM1) Activity Students read text chorally in unison. 1. Place Reader Leader tent card on a flat surface. Provide each student with a copy of the selected text. 2. A student is designated as the group leader. Reader Leader tent card is placed in front of that student. 3. Begins reading and the others choral read along. 4. Change roles allowing each student to lead the group and reread the text. 5. Peer evaluation Extensions and Adaptations Copy text on overhead transparency or laminated chart paper. One student leads the choral reading by swooping with a marker or finger under the designated phrases. Select a reading method from the tent card and read with a partner. 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency F.018.AM1 Follow My Lead Reader Leader Ways I Can Practice Fluent Reading Repeated Reading Read the same text over and over again attemping to improve. May use a timer and graph progress. Buddy Read Take turns reading the same text with a buddy or partner. Choral Read Read the same text together at the same time. Drop Read Take turns reading a portion of text, stopping in midsentence, and having partner read on from that point. Echo Read Take turns reading a portion of text (e.g., phrase, sentence, paragraph) that partner rereads. 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency Connected Text F.019 Cast of Readers Objective The student will read with proper phrasing, intonation, and expression in connected text. Materials Play script Locate appropriate scripts from various sources (e.g., Internet). Make multiple copies. Option: Choose stories with dialogue-rich text and develop scripts within students’ instructional-independent reading level range. Highlighers Highlight specific parts on copies of script. Activity Students rehearse and read text using a reader’s theater format. 1. Provide each student with a copy of the selected script with specific parts highlighted. 2. Taking turns, students read assigned parts of the script while providing assistance to one another with unknown words and/or phrasing, intonation, and expression. 3. Change characters and continue until every student has a turn reading each part. 4. Peer evaluation Script Extensions and Adaptations Perform play for class. Perform script like an old fashion radio show including sound effects. Audio tape performance for analysis or use in the listening center. Evaluate after reader’s theater or reading other text (Activity Masters F.019.SS1 and F.019.SS2). 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Name F.019.SS1 Cast of Readers Self-Evaluation Today I read: title or character What I liked about how I read today: What I did not like about how I read today: As I read, I noticed that I was good at the following: As I read, I noticed that I need to improve the following: I can improve by: 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Name F.019.SS2 Cast of Readers This is how I think student name did in reading: Title: • Accuracy—Words in text were read correctly. Awesome 1 Good 2 3 Fair 4 5 • Rate—Text was read at a good speed; not too fast or slow. Awesome 1 Good 2 3 Fair 4 5 • Expression—Text was read with feeling and the right tone. Awesome 1 Good 2 3 Fair 4 5 • Phrasing—Text was read in phrases, not word by word or choppy. Awesome 1 Good 2 3 Fair 4 5 One thing I would suggest is: 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency Connected Text F.020 Impressive Expressive Objective The student will read with proper phrasing, intonation, and expression in reading connected text. Materials Short passages Choose short passages within instructional-independent reading level that may be read with expression (e.g., paragraphs with dialogue, excerpts from famous speeches). Copy on card stock, laminate, and cut apart. Activity Students read passages using expression appropriate to the content of the text. 1. Place the selected passages face down in a stack. 2. Taking turns, students select the top passage and practice reading it silently. 3. Orally reads the passage using proper phrasing, intonation, and expression. 4. Continue until all passages are read. 5. Peer evaluation ts had anxiously It was report card day. Sonia’s paren very good the last waited to see her grades. They were not at the report card. semester. Sonia was too nervous to look She reluctantly gave it to her parents. she gave the report “I tried my best,” she quietly said as card to her dad. . “Let’s take a look,” said her dad sternly mom. “Hopefully it’s good news,” added her mouth fell open. Mom Dad opened the report card and his looked over his shoulder and gasped. mom gave her a big “Great job!” Dad said to Sonia as her Bs. and As all made had Sonia hug. Excerp t from “I Junior (1963) Have A Drea m” sp eech b y Mart ... I in Luth say to er King y o the dif , ficultie u today, my s of tod friends, a drea ay and so eve m dee n thou tomorr ply roo I ha gh we ow, ted ve face out the a dream tha in the Ameri I still have a dream can dre t one d tr . It is ay this am. self-ev ue meaning ident: n o a f ti it o s n creed: that all been “We ho will rise up a men a ocean, but he had not the in g min n ld re d swim th live create Terrance was water. He now was d equa ese truths to had swum into deep be l.” rent was paying attention and d and the ocean cur hea his r ove was t in water tha swim back to further out. He tried to taking him further and getting tired. Excerpt from John F. Kennedy’s Inaugural Address ckly qui was he but (January shore, d Terrance. Sud20, 1961) eone save me! shoute “Help! Please! Som It was his faithful . him hing pus tly . . . The energy, the faith, the devotion which we ing gen eth som l felt he fee ly ld bring to den l he cou this endeavor will light our country and all who serve t pushing Terrance unti it; and dog, Jake. Jake kep the glow s. from that fire can truly light the world. sand around his toe t friend that a kid bes the ’re You ! And me so, my fellow Americans: ask not what your country “Thanks for saving t when we get can do for you, ask what you can do for your country. giving you a big trea could ever have! I’m e on the head. Jak ting pat My e, fellow citizens anc of the world: ask not what America will do home,” said Terr for you, but what together we can do for the freedom of man. Extensions and Adaptations Cut apart speaking parts of different characters from various scripts and read. Evaluate reading performance (Activity Masters F.019.SS1 and F.019.SS2). 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency Connected Text F.021 Poetic License Objective The student will read with proper phrasing, intonation, and expression in reading connected text. Materials Poetry Choose poetry within lower performing students’ instructional-independent reading level range. Make two copies of each poem. Activity Students read poems with a partner of equal or higher reading ability. 1. Rank students by reading ability from highest performing to lowest performing. Split the class in half and pair the top ranked high-performing student with the top ranked low-performing student. Continue pairing in that order. 2. Provide each student with a copy of the same poem. Students face each other. 3. Working in pairs, student one (the higher-performing student) reads the assigned poem or stanza aloud. Student two (the lower-performing student) reads along silently. 4. Student two reads the same poem or stanza using the same phrasing and expression while student one assists. 5. Reverse roles and repeat the activity. 6. Peer evaluation Extensions and Adaptations Take turns reading poetry, with one student reading a stanza and other students choral reading the refrain. Alternate reading a poem line-by-line or stanza-by-stanza with a partner. Discuss the meaning of the poem. 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency Connected Text F.022 Compu-Read Objective The student will gain speed and accuracy and read with proper phrasing, intonation, and expression. Materials Computer Headphones Computer software Choose fluency-based computer software on students’ instructional level. Activity Students interact with fluency passages using reading software. 1. Place the computer software and headphones at the computer center. 2. The student listens to passages and interacts with fluency-based software. 3. Progresses to the next level and continues to follow instructions. 4. Self-check Extensions and Adaptations Use various reading-related computer software and online programs. 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency Connected Text F.023 Read Along Objective The student will gain speed and accuracy and read with proper phrasing, intonation, and expression. Materials Tape player Headphones Cassette tape Choose or make tapes of a book, passage, or other text on students’ instructional reading level. Book or paper copy of reading passage Activity Students practice reading fluently by reading along with a tape-recorded book. 1. Place the tape player, headphones, and cassette tape at the listening center. Provide each student with a copy of the text. 2. The student listens to the tape and follows along in the text. 3. Rewinds and reads with the tape, emphasizing rate, accuracy, and expression. 4. Practices reading the text without the tape attempting to improve reading fluency. 5. Self-check Extensions and Adaptations Read the text or passage to or with another student. Read along with teacher-taped text (e.g., basal stories, favorite class books). 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Fluency Connected Text F.024 Fluent Reflections Objective The student will gain speed and accuracy and read with proper phrasing, intonation, and expression. Materials Passage, book, or text Choose text within students’ instructional-independent reading level range. Student sheet (Activity Master F.024.SS1) Fluency Fundamentals tent card (Activity Master F.024.AM1) Activity Students read text and evaluate reading performance. 1. Provide each student with a copy of the text and a student sheet. 2. The student reviews the Fluency Fundamentals printed on the tent card. 3. Reads text emphasizing accuracy, rate, phrasing, intonation, and expression. 4. Completes “first reading” section of student sheet. 5. Rereads the text making planned improvements. 6. Completes “second reading” section of student sheet. 7. May repeat a third time. 8. Teacher evaluation als Fluency Fundament at a good text with accuracy, ssion. Fluent readers read er phrasing and expre rate, and with prop Fluency Factors y Key Elements of Fluenc Accuracy The words in text are Rate Text is read read correctly. not too fast at a suitable speed; Expression Text is read with feeling Phrasing and the right tone. s, not word by Text is read in phrase or slow. Name F.024.SS1 the text. voice according to • Change tone of riate feeling. • Read with approp ne natural; like someo • Read so it sounds First Reading Second Reading Accuracy Accuracy Words in text were read correctly . Awesome Good 1 is talking. word or choppy. Fluent Reflections Title: ly. • Read words careful ounced words before • Correct mispron continuing to read. e unfamiliar words. • Figure out or decod on what is pace depending • Adjust reading being read. not too fast. but , quickly • Read ent speed. • Read at a consist gful phrases. • Read words in meanin ly. • Read phrases smooth ation marks. punctu • Pay attention to 2 3 Words in text were read correctly . Needs Improvement Awesome 5 1 4 Good 1 2 3 Expression Text was read with feeling and Awesome 1 Good 2 3 Awesome 5 1 the right tone. Good 2 3 What did you like best about 4 Awesome 5 1 Needs Improvement Good 2 3 5 the right tone. 4 5 Phrasing Text was read in phrases, not word by word or choppy. Needs Improvement Awesome 5 1 your reading? What improvement in reading 4 Expression Text was read in phrases, not word by word or choppy. 1 3 Text was read with feeling and Phrasing Awesome 5 Needs Improvement Good 2 Needs Improvement 4 4 Text was read at a suitable speed; not too fast or slow. Needs Improvement 4 3 Rate Text was read at a suitable speed; not too fast or slow. Awesome Needs Improvement Good 2 Rate is needed? Needs Improvement Good 2 3 What did you like best about 4 5 your reading? What improvement in reading is needed? 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Extensions and Adaptations Tape record self reading and use the student sheet to evaluate (Activity Master F.024.SS1). Evaluate self weekly by circling the number that best describes reading (Activity Master F.024.SS2). Read with a partner, discuss reading performance, and evaluate each other (Activity Master F.019.SS2). 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Fluency F.024.AM1 Fluent Reflections Text is read in phrases, not word by word or choppy. Phrasing Text is read with feeling and the right tone. Expression • Read words in meaningful phrases. • Read phrases smoothly. • Pay attention to punctuation marks. • Change tone of voice according to the text. • Read with appropriate feeling. • Read so it sounds natural; like someone is talking. • Adjust reading pace depending on what is being read. • Read quickly, but not too fast. • Read at a consistent speed. Text is read at a suitable speed; not too fast or slow. • Read words carefully. • Correct mispronounced words before continuing to read. • Figure out or decode unfamiliar words. The words in text are read correctly. Rate Accuracy Key Elements of Fluency Fluency Factors Fluent readers read text with accuracy, at a good rate, and with proper phrasing and expression. Fluency Fundamentals Fluency Fundamentals Fluent readers read text with accuracy, at a good rate, and with proper phrasing and expression. Key Elements of Fluency Fluency Factors Accuracy • Read words carefully. • Correct mispronounced words before continuing to read. • Figure out or decode unfamiliar words. Rate • Adjust reading pace depending on what is being read. • Read quickly, but not too fast. • Read at a consistent speed. Expression • Change tone of voice according to the text. • Read with appropriate feeling. • Read so it sounds natural; like someone is talking. Phrasing • Read words in meaningful phrases. • Read phrases smoothly. • Pay attention to punctuation marks. The words in text are read correctly. Text is read at a suitable speed; not too fast or slow. Text is read with feeling and the right tone. Text is read in phrases, not word by word or choppy. 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency Name F.024.SS1 Fluent Reflections Title: First Reading Second Reading Accuracy Accuracy Words in text were read correctly. Awesome 1 Good 2 3 Words in text were read correctly. Needs Improvement Awesome 5 1 4 Rate 1 Good 2 3 Awesome 5 1 4 Expression 1 Good 2 3 Awesome 5 1 Phrasing 1 Good 2 3 4 5 Needs Improvement Good 2 3 4 5 Expression Needs Improvement Good 2 3 4 5 Phrasing Text was read in phrases, not word by word or choppy. Awesome 4 Text was read with feeling and the right tone. Needs Improvement 4 3 Text was read at a suitable speed; not too fast or slow. Needs Improvement Text was read with feeling and the right tone. Awesome 2 Rate Text was read at a suitable speed; not too fast or slow. Awesome Needs Improvement Good Text was read in phrases, not word by word or choppy. Needs Improvement Awesome 5 1 Needs Improvement Good 2 3 4 5 What did you like best about your reading? What did you like best about your reading? What improvement in reading is needed? What improvement in reading is needed? 4-5 Student Center Activities: Fluency 2007 The Florida Center for Reading Research Name F.024.SS2 Fluent Reflections Reading Fluency Evaluation Date Date Date Date Date 3 3 3 3 3 2 2 2 2 2 1 1 1 1 1 • I read at a steady and good rate. 3 3 3 3 3 • I read at a good rate most of the time, but sometimes read either too fast or too slowly. 2 2 2 2 2 • I read the whole text too fast or too slowly. 1 1 1 1 1 • I read with feeling while changing the tone of my voice. 3 3 3 3 3 • I read with feeling some of the time while changing the tone of my voice. 2 2 2 2 2 • I did not read with feeling or change the tone of my voice. 1 1 1 1 1 • I read in meaningful phrases and paid attention to punctuation marks. 3 3 3 3 3 • I sometimes read in phrases, but didn’t always pay attention to punctuation marks. 2 2 2 2 2 • I read word by word and it sounded choppy. I didn’t pay attention to punctuation marks. 1 1 1 1 1 Circle one number for each category (i.e., accuracy, rate, expression, and phrasing). ACCURACY • I read every word correctly. • I read most of the words correctly and corrected my errors. • I read a few words correctly, but needed lots of help. RATE EXRESSION PHRASING Fluency Total What I really liked about my reading this week: What I will work on to make my reading more fluent: 2007 The Florida Center for Reading Research 4-5 Student Center Activities: Fluency
