2nd and 3rd Grade Fluency Letter Sound Correspondence

Fluency
F.001 Objective
e student will gain speed and accuracy in recognizing letter-sounds.
Letter-Sound Correspondence
Letter-Sound Mix-Up
Materials
Letter-sound sheets (Activity Master F.001.AM1a - F.001.AM1b) Some letters have more than one sound (e.g., c, g, s, x, y, and all vowels). It is suggested that when timing, students say only one sound per letter. ere are two versions of the sheets (i.e., 1 and 2). Students may use either one or both. Make two copies of each sheet and laminate. Sounds correct per minute record (Activity Master F.001.AM2) Timer (e.g., digital) Pencils Vis--Vis markers
Activity
Students take turns identifying sounds of letters in a timed activity. 1. Place two copies of the letter-sound sheets and timer at the center. Provide each student with a sounds correct per minute record. 2. Taking turns, student one sets the timer for one minute and tells student two to begin. 3. Student two goes across the page, points to each letter, and says sound of letter (e.g., points to the letter b, says /b/). Student one follows on his copy and uses a Vis--Vis marker to draw a line through any letters that are mispronounced. If all sounds are pronounced, go back to the top and continue until timer goes o. 4. Student two counts number of sounds pronounced correctly and records on his sounds correct per minute record. 5. Repeat the activity at least two more times attempting to increase speed and accuracy. 6. Reverse roles. 7. Peer evaluation
Extensions and Adaptations

Say letter name and sound. Time how long it takes to pronounce all sounds. Say all possible sounds during the timing for c, g, s, x, y, and all vowels.
2-3 Student Center Activities: Fluency 2006 The Florida Center for Reading Research (Revised July, 2007)
Fluency
Letter-Sound Mix-Up
F.001.AM1a
1.
r v h w g b n z f k m f
c k x y d a l u l e j x
x a n u c k i y o f y d
f b i z m v h w q d r v
p e o s j t p v t c g h
2006 The Florida Center for Reading Research (Revised July, 2007)
2-3 Student Center Activities: Fluency
Fluency
F.001.AM1b
Letter-Sound Mix-Up
2.
j u b g p s z i x b q l
a w d t o r e u k f s e
y i f n k h f g w m c r
v h m v j l d n t d y q
t p e x a u b s o c v z
Fluency
Letter-Sound Mix-Up
F.001.AM2
Sounds Correct Per Minute

1st try 2nd try 3rd try 4th try 5th try
letter-sounds letter-sounds letter-sounds letter-sounds letter-sounds
Sounds Correct Per Minute

letter-sounds letter-sounds letter-sounds letter-sounds letter-sounds

Fluency
F.002 Objective
e student will gain speed and accuracy in recognizing letter-sounds.
Letter-Sound Correspondence
Digraph and Diphthong Dash
Materials
Digraph-diphthong practice sheets (Activity Master F.002.AM1a - F.002.AM1b) Digraphs presented are: ay, ea, oa, au, ai, oo, ee, aw, ph, sh, th, ch, wh, kn, ck. Diphthongs presented are: oy, oi, ow, and ou. ere are two versions of the sheets (i.e., 1 and 2). Students may use either one or both. Note: Some letter combinations have more than one sound (e.g., ea as in eat, head, break; ow as in now, row; ou as in out, four, you, country; th as in think, this; oo as in foot, boot, oor; ch as in chin, chorus, chivalry; ai as in bait and said). It is suggested that, when timing, students say only one sound per letter combination. Sounds correct per minute record (Activity Master F.001.AM2) Timer (e.g., digital) Pencils
Activity
Students take turns identifying digraphs and diphthongs in a timed activity. 1. Place the digraph-diphthong practice sheets and timer at the center. Provide each student with a sounds correct per minute record. 2. Taking turns, students practice reading the digraphs and diphthongs aloud to each other. 3. Student one sets the timer for one minute and tells student two to begin. 4. Student two reads across the page while student one follows on his copy and uses a Vis--Vis marker to mark any digraphs and diphthongs that are read incorrectly. If all on the sheet are read, go back to the top and continue reading. Continues until timer goes o. 5. Student one marks the last digraph or diphthong read and counts the number read correctly. 6. Student two records the number of digraphs or dipthongs read correctly on his record. 7. Repeat the activity at least two more times attempting to increase speed and accuracy. 8. Reverse roles. 9. Peer evaluation

Use the mixed letter-sound, digraph, diphthong sheet 3 (Activity Master F.002.AM2). Say all possible sounds during the timing for the digraphs (i.e., ea, ow, ou, th, oo, ch, ai). Use teacher-made practice sheets with repeating words containing target digraphs and diphthongs (e.g., meat, wheat, seal, mean, treat, seal, meat, treat, wheat, mean).
Fluency
F.002.AM1a
1.
ay au oi oa wh au ch kn ai ea oi ay
ea ou th ph ow ch oo aw au sh aw sh
oa ch oo oy kn ai ck ea ck oa ch oa
wh ai ck aw ay ck ee ay th ow ck oy
ow sh ee ea sh ou oi wh ou ee ea ph
Fluency
F.002.AM1b
2.
au oa ch ph ai oi ay au wh ck oo ee
ou ph kn aw au th ea ou ow ou wh ay
ch oy ck ea ck oo oa ch oa ph oi au
ai aw ee ay th ck wh ai kn ck sh th
sh ea oi wh ou ee ow sh ch aw ay ea
Fluency
F.002.AM2
3.
m ck a au c ai s q d kn aw r
oo b n th f x g t ai y v aw
aw sh ea u ou th i r ee oy d p
o z ay ow h e au oy oa ch l ea
ay oi w wh j ph k sh v ou sh h
Fluency
F.003 Objective
e student will gain speed and accuracy in reading word parts.
Word Parts
Word Part Race
Materials
Word part car slides (Activity Master F.003.AM1) ese consist of the 37 most common rimes and common prexes and suxes. Copy on card stock and laminate. Cut on dotted lines to thread strips. Word part strips (Activity Master F.003.AM2a - F.003.AM2b) Cut and laminate. read the strips in the word part car slides so that word parts show. Timer (e.g., digital)
Activity
Students quickly read word parts by using a race car slide. 1. Place the word part car slides threaded with strips and the timer at the center. 2. Taking turns, student one sets the timer for one minute and tells student two to begin. 3. Student two moves the strip through the slide as he reads each word part. Chooses additional slides with strips and continues reading until the timer goes o. 4. Reverse roles and continue activity attempting to read all slides within one minute. 5. Peer evaluation

Make other strips using target word parts and words.
Fluency
Word Part Race
F.003.AM1
Directions: Cut on dotted lines and thread slide through to show word parts.
2006 The Florida Center for Reading Research (Revised July, 2007) 2-3 Student Center Activities: Fluency
Fluency
F.003.AM2a
Word Part Race
ail ice ale ir ap ack ide uck op ug

ore unk ing oke ain an in ate ay ight
ing ake ell ame or ock est mid trans de

Fluency
Word Part Race
F.003.AM2b
en mis im re un de in pre il dis

er es ty ed ic ful ness ly less ment
ash ine aw ick ump ill eat ank ip at

Fluency
F.004 Objective
e student will gain speed and accuracy in reading syllables.
Word Parts
Syllable Sprint
Materials
YES and NO header cards (Activity Master F.004.AM1) Copy on colored construction and laminate. Syllable cards (Activity Master F.004.AM2a - Activity Master F.004.AM2j) ere are 100 common non-word syllables. Some syllables have more than one pronunciation (e.g., ty as in Tyrone and party; ger as in geranium and hunger; ar as in artist and dollar). It is suggested that when timing, students say only one sound per syllable. Note: All open syllables are pronounced with a long vowel sound. e syllable peo is pronounced /pe/ as in people. Syllables correct per minute record (Activity Master F.004.AM3) Timer (e.g., digital) Pencils
Activity
Students quickly read syllables in a timed activity. 1. Place timer and header cards at the center. Stack the set of syllable cards face down and provide each student with a syllables correct per minute record. 2. Taking turns, student one sets the timer for one minute, turns a card over, and prompts partner to read the syllable. 3. If the syllable is read correctly, the student places the card in a pile on the YES card. If the syllable is read incorrectly, places it in a pile on the NO card. 4. Continue the activity until the timer rings. Count the syllable cards in the YES pile and record the number on the syllables correct per minute record. Read cards in NO pile together. 5. Repeat the activity at least two more times attempting to increase speed and accuracy. 6. Reverse roles. 7. Peer evaluation
ment!
F.004.AM3
Syllable Sprint
Syllables Per Minute

1st try 2 try
nd
syllables syllables syllables syllables syllables
3rd try 4 try

th th
5 try
header header

Use practice sheets containing common non-word syllables. ere are approximately 20 dierent syllables presented on each sheet (Activity Master F.004.AM4a - F.004.AM4e). Use syllables provided at end of Word Parts (Activity Master F.CS.001 - F.CS.027).
Fluency
Syllable Sprint
F.004.AM1
YES
header
NO
header
Fluency
F.004.AM2a
Syllable Sprint
ing ter ed tion oth

er al es re ry
Fluency
Syllable Sprint
F.004.AM2b
ex di com con un
en bout ple per der

Fluency
F.004.AM2c
Syllable Sprint
ty peo af mer ment

num ble ers wa pro

Fluency
Syllable Sprint
F.004.AM2d
ri ture dif tions fore

sen fer pa ther est

Fluency
F.004.AM2e
Syllable Sprint
ei ent ev ca ful
si ven ac fol na
Fluency
Syllable Sprint
F.004.AM2f
col dis ny po mu
par ern cit cal moth

Fluency
F.004.AM2g
Syllable Sprint
coun pe por bers ap

mon lar fi sec stud

Fluency
Syllable Sprint
F.004.AM2h
gan tence nit ure ters

bod ward nev mem cov

Fluency
F.004.AM2i
Syllable Sprint
de tle ar fa tain
ver ber ma la ning

Fluency
Syllable Sprint
F.004.AM2j
pic ad ger e y
im tween hap i o
Fluency
F.004.AM3
Syllable Sprint
Syllables Correct Per Minute



Fluency
Syllable Sprint
F.004.AM4a
1.
y re ex e al ter tion ver com di ex i
ver oth es di ing al re ex al e oth ter
tion o er de er ed o en bout ed ing tion
ter ing en com i es oth di com er o ry
ry i ed bout y e de bout de es re ver
common non-word syllables

Fluency
F.004.AM4b
Syllable Sprint
2.
wa ri num der af der peo wa ri con ri pro
un pro mer con ple tle ble ment af der un ple
u ple ment ble con ber af pro ar ers ty per
ty per ma ber per ty ers ar ber ment tle peo
tle peo ers ar un num mer ma ble mer wa num

Fluency
Syllable Sprint
F.004.AM4c
3.
sen tions la ven sen tions la ven sen tions ev fore
ture ther ei ev ture ther ei ev ture ther fa ther
fer fore nt ac fer fore nt ac fer fore ven tions
dif est si ca dif est si ca dif est ca fol
pa fa ent fol pa fa ent fol pa fa ei ac

Fluency
F.004.AM4d
Syllable Sprint
4.
tain ny mon dis ful par po im cal ern mu pe
po ning lar coun na dis cal coun cit ful tain ning
pic na im col tain ern mu mon col im par na
pe mu ful cit ning ny moth pe coun lar po mu
par moth ern cal col cit pic lar dis mon pic moth

Fluency
Syllable Sprint
F.004.AM4e
5.
ward stud mem cov por stud tence mem ad fi sec tence
ure sec hap bod fi ad ward ters ap gan ward stud
tween por ger bers tween hap cov bers ger por ters por
ters nit gan ap sec gan nev ger bod hap ure nit
tence nev fi ad ap bod ure nit cov mem tween nev

Fluency
F.005 Objective
e student will gain speed and accuracy in reading syllables.
Word Parts
Syllable Speed Practice
Materials
Syllable speed practice sheets (Activity Master F.005.AM1a - F.005.AM1f ) Each sheet has a dierent syllable type (i.e., open, closed, r-controlled, VCE, vowel teams, cons-le). Select target practice sheet. Twenty syllables are presented on each page. Make two copies of each sheet and laminate. Note: All vowels are pronounced long on the open syllable sheet. Syllables correct per minute graph (Activity Master F.005.SS) Timer (e.g., digital) Vis--Vis markers
Activity
Students quickly read syllables by doing timed practices. 1. Place two copies of the target syllable speed practice sheet and timer at the center. Provide each student with a syllables correct per minute graph. 2. Taking turns, students practice reading the syllables aloud to each other before beginning the timing. 3. Student one sets the timer for one minute and tells student two to begin. 4. Student two reads across the page while student one follows on his copy and uses a Vis--Vis marker to draw a line through any syllables that are read incorrectly. If all the syllables on the sheet are read, go back to the top and continue reading. 5. When the timer goes o, student one marks the last syllable read. Counts the number of syllables read correctly. 6. Student two graphs number of syllables read correctly on his syllables correct per minute graph. 7. Repeat the activity at least two more times attempting to increase speed and accuracy. 8. Reverse roles. 9. Teacher evaluation

Use practice sheet containing all six syllable types (Activity Master F.005.AM2). Use advanced graphs with more uent readers (Activity Master F.025.SS2 and F.025.SS3).
Fluency
F.005.AM1a
1.
bit kin ess ash en tic dom son ash ump bit son
cap lin ock eck ton ump ock cap kin ton lish ent
dom en ank ent ess ug lin lish lin ess ock eck
closed syllables
lish son ug op kin ank bit ill cap ug ank ill
tic ton ump ill ent ash eck op en dom tic op
Fluency
F.005.AM1b
2.
he te fi fa ru go la pre fi vo ma bi
re ne spa de hi pe pu wa be pi du ne
ba vo du bo ha fli se ti mu fa we pra
open syllables
me di be fi le pa wo ru da pu ti go
de ra co mu fo tu di bo ha se sho tu
Fluency
F.005.AM1c
3.
er or ird ar urt orn art er ir or irt er
or ir ar er ir er urb arm er ir erb ar
ir art ur orn ar irk er ir ur ard urp art

r-controlled syllables
ar ur erm ir erd ar ork ur ar ur irm urn
ur ar or ur or ur ir ark arn er or arm
Fluency
F.005.AM1d
4.
ate ote ife use aze ipe ale ete ice ove ile uke
ire ene ape ide uke one oke ube ave ike eve ate
obe ive ode ame ine ede ute ake oke afe une ove
ume ade ule eve ole ace ive ite ude ede ite ime
ede ube ete ope ene uge ibe ove ete use ote ube
vowel-consonant-e syllables
Fluency
F.005.AM1e
5.
eam ie oan ail oe oon eep oop oam oad oon ain
oat ay aid eed ait eal oe eet ie ail eam eel
een own oan own each ook ead aid eem oa oat eem
ood eep ead aw ay ain ood oan oup eak ay eap
ait ood oal oof eek eet air own eal eet ook aw
vowel team syllables

Fluency
F.005.AM1f
6.
ble ple kle gle dle gle zle kle dle ple ble kle
kle gle ple dle zle ple dle dle kle ble dle ple
zle kle dle cle ple ble cle gle zle cle kle tle
dle fle ble fle ble kle gle ble ble gle zle fle
gle zle fle gle cle zle fle tle kle fle gle cle
consonant -le syllables

Fluency
F.005.AM2
7.
est ame ble own oat ite oke ple ink ar ple bo
arm bout ex dis de pe bout own ble dis de ame
ink un num bo est ex ing fi oat fi oke com

all syllable types
ite oat ing oke un ame ink dis ex bout num est
de com fi ple ble com num bo un ite own ing
Name
F.005.SS

60 59 58 57 56 55 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 30
1st try
2nd try
3rd try
4th try
5th try
Fluency
Word Parts
Pick-A-Part
F.006
Objective
e student will gain speed and accuracy in recognizing letter-sounds and word parts.
Materials
Letter-sound and word part cards (Activity Master F.006.AM1a - F.006.AM1f ) ese cards consist of common consonant digraphs, vowel digraphs, diphthongs, initial blends, and a sampling of syllables. Some letter combinations have more than one sound (e.g., oo as in foot, boot, oor; ea as in eat, head, break; ar as in car, dollar; ch as in chin, chorus, chivalry). It is suggested that students say only one sound per letter combination when doing this activity.
Activity
Students quickly identify letter-sounds and word parts in a card game. 1. Place letter-sound and word part cards in a stack face down at the center. 2. Working in pairs, students sit side-by-side and place up to 15 letter-sound and word part cards face up in rows. 3. Student one looks at the cards, says a sound or word part, and counts to ve silently while student two quickly nds, points, and says the sound or word part. 4. If the word part is identied before the count of ve, student two picks up the card. Student two replaces the card with a new letter-sound or word part card. If the letter-sound or word part card is not identied, student one points to the card and says another letter-sound or word part. 5. Reverse roles and continue until all cards have been identied. 6. Peer evaluation
tain

Use words, phrases, or short sentences. Use word part cards as ash cards.
Fluency
F.006.AM1a
Pick-A-Part
ay au oo qu sp
aw igh kn wr squ
Fluency
Pick-A-Part
F.006.AM1b
fl sc sm sw scr
fr sl sn st spl
Fluency
F.006.AM1c
Pick-A-Part
pl tr bl cl cr
pr tw br sk dr
Fluency
Pick-A-Part
F.006.AM1d
ch wh ph ow ai
th sh ck ea ee
Fluency
F.006.AM1e
Pick-A-Part
oi ould ple ite ter

ou ound ent ar tain

Fluency
Pick-A-Part
F.006.AM1f
dw gl spr oa ean
wr gr str oy re
Fluency
F.007 Objective
e student will gain speed and accuracy in reading axes.
Word Parts
Affix Zip
Materials
Ax Zip practice sheets (Activity Master F.007.AM1a - F.007.AM1d) ese sheets consist of common prexes and suxes. Select target practice sheet (i.e., prex, sux). Make two copies of each sheet and laminate. It is suggested that when timing, students say only one sound per ax. Axes correct per minute record (Activity Master F.007.AM4) Timer (e.g., digital) Vis--Vis markers Pencils
Activity
Students quickly read axes by doing timed practices. 1. Place two copies of the target ax zip practice sheet(s) and timer at the center. Provide each student with an axes correct per minute record. 2. Taking turns, students practice reading the axes 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--Vis marker to mark any axes that are read incorrectly. If all the axes on the sheet are read, go back to the top and continue reading. 5. When the timer goes o, student one marks the last ax read. Counts the number of axes read correctly. 6. Student two records the number of axes read correctly on his record. 7. Repeat the activity at least two more times attempting to increase speed and accuracy. 8. Reverse roles. 9. Teacher evaluation

Use mixed ax practice sheet (Activity Master F.007.AM2). Use axes and words practice sheets (Activity Master F.007.AM3a - F.007.AM3b).
Fluency
Affix Zip
F.007.AM1a
1.
anti inter de pre under dis over de trans fore mid ir
re im il re fore ir non mis un il em pre
dis en non un anti semi im de sub dis trans mid

prefixes
super semi over sub em in mis in under anti super ir
mid em mid trans super en ir pre ir inter en inter
Fluency
F.007.AM1b
Affix Zip
2.
de dis em fore il im in inter ir non un dis
over re semi sub trans un super un re im re de
il ir en em non over mis pre inter fore in pre

prefixes
de trans semi un trans super sub semi re pre non trans
non mis ir inter in im fore en em dis over il
Fluency
Affix Zip
F.007.AM1c
3.
ing al ic ive es ness ed ation ing ity able ty
al er ment ful ty ing est er es en y or
ible ous ly less ful y ly al able or tion ful

suffixes
ed est en ment ation less tion ity ive ed ic less
able ive er est al ic ness ly or tion ible ous
Fluency
F.007.AM1d
Affix Zip
4.
able ness est ette ent ness ed ation ing ism ing ar
ship er ment ful ist ing ar ish er ent or ful
ible ar ly less ism ship ible hood able ist like ment
suffixes
ed est ess ish ation ess ly est ent ed hood ness
ation or ful ible ish ism like ly ment ness able est
Fluency
Affix Zip
F.007.AM2
5.
ed trans ing ful dis ment re or ment un less dis
est un non im or ly sub ful ly sub pre ful
ment sub less dis non est trans dis able dis ing ness
prefixes and suffixes
ly re pre ness less ness un over est trans non est
able dis over est pre ed able ing ed re over im
Fluency
F.007.AM3a
Affix Zip
6.
unreinimdisennonovermispre-
undo reheat invisible impossible disable enjoy nonslip overact mislead precut
unable refill indirect impure disappoint enlarge nonfiction overbake mislocate preplan
unlike return incorrect imperfect disobey enlist nonstop overflow misread preschool
uneven rewind infinite impatient disagree encounter nonsense overcame mistreat preheat
prefixes and words

Fluency
Affix Zip
F.007.AM3b
7.
-s -es -ed -ing -ly -er -or -y -est -ful
chains wishes dragged covering friendly cleaner actor rusty loudest armful
books catches ended reaching safely teacher collector tricky straightest playful
streets glasses asked teaching kindly jogger sailor summery shortest wonderful
cubes mixes brushed matching mostly singer visitor needy biggest peaceful
suffixes and words

Fluency
F.007.AM4
Affix Zip
Affixes Correct Per Minute

afxes afxes afxes afxes afxes
Affixes Correct Per Minute

afxes afxes afxes afxes afxes

Fluency
Common Syllables
F.CS.001
This list is comprised of 337 common syllables found in the 5,000 most frequent English words. 100 are nonword syllables and can be found in card format with activity F.004. The remaining 237 can be found in card format following this listing. Some of these 237 syllables may actually be words. However, for these activities, they are intended to be used as syllables. For example, the letters t-r-y spell the word try, but they also represent the second syllable in the word coun-try. Furthermore, there are instances when a syllable will have more than one pronunciation. The syllable dy can be pronounced /de/ as in candy, or /di/ as in dynamite. In addition, all syllables ending with a vowel are pronounced with a long vowel sound (e.g., t-a is pronounced /ta/). It is up to the judgment and expertise of the teacher regarding how and when to introduce the syllables in the classroom as well as how to pronounce them during the activities. It is suggested, however, that during timings only one pronunciation be required.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34.
a ac act ad af ag age air al als am an ap ar as at ate au ba bat be ber bers bet bi ble bles bod bor bout but by ca cal
35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68.
can cap car cat cate cen cent char ci cial cir cit cle co col com come con cor coun cov cu cul cus cy da dan day de den der ders di dif
Fluency
F.CS.002
Common Syllables
69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100. 101. 102.
dis dle dy e east ed ef el en ence end ent er ered ern ers es est et ev eve ex fa fac fect fer fi fin fish fix fol for fore form
103. 104. 105. 106. 107. 108. 109. 110. 111. 112. 113. 114. 115. 116. 117. 118. 119. 120. 121. 122. 123. 124. 125. 126. 127. 128. 129. 130. 131. 132. 133. 134. 135. 136.
ful gan gen ger gi gle go grand great hap har head heav high ho hunt i ic ies il im in ing ings ion is ish it its jo ket la land lands
137. 138. 139. 140. 141. 142. 143. 144. 145. 146. 147. 148. 149. 150. 151. 152. 153. 154. 155. 156. 157. 158. 159. 160. 161. 162. 163. 164. 165. 166. 167. 168. 169. 170.
lar lat lead lec lect lent less let li light lin lo long low lu ly ma mag main mal man mar mat me meas mem men ment ments mer mi mil min mis
171. 172. 173. 174. 175. 176. 177. 178. 179. 180. 181. 182. 183. 184. 185. 186. 187. 188. 189. 190. 191. 192. 193. 194. 195. 196. 197. 198. 199. 200. 201. 202. 203. 204.
mo mon moth mu mul my nt na nal near nel ner ness net nev new ni ning nit no nore nu num ny o ob oc of on one op or oth ous
Fluency
Common Syllables
F.CS.003
205. 206. 207. 208. 209. 210. 211. 212. 213. 214. 215. 216. 217. 218. 219. 220. 221. 222. 223. 224. 225. 226. 227. 228. 229. 230. 231. 232. 233. 234. 235. 236. 237. 238.
out pa par prac parc pe pen peo per pi pic play ple ples ply po point por port pos pre pres press pro ra ral re read rec rect rep ri ried ro
239. 240. 241. 242. 243. 244. 245. 246. 247. 248. 249. 250. 251. 252. 253. 254. 255. 256. 257. 258. 259. 260. 261. 262. 263. 264. 265. 266. 267. 268. 269. 270. 271. 272.
round row ry sa sand sat sent se sec self sen ser set ship si side sim sion sions sis so some son sons south stand stud su sub sug sun sup sur ta
273. 274. 275. 276. 277. 278. 279. 280. 281. 282. 283. 284. 285. 286. 287. 288. 289. 290. 291. 292. 293. 294. 295. 296. 297. 298. 299. 300. 301. 302. 303. 304. 305. 306.
tain tal te ted tel tem ten tence tend ter ters the ther ti tic ties tin ting tion tions tive tle to tom ton tor tors tra tract tray tri tro try tu
307. 308. 309. 310. 311. 312. 313. 314. 315. 316. 317. 318. 319. 320. 321. 322. 323. 324. 325. 326. 327. 328. 329. 330. 331. 332. 333. 334. 335. 336. 337.
ture tures tween ty u uer um un up ure us va val var vel ven ver vi vid vis wa ward way west where wil win won work writ y
Fluency
F.CS.004
Common Syllables
a ag air am as
act age als an at

Fluency
Common Syllables
F.CS.005
ate ba be bi bor
au bat bet bles but

Fluency
F.CS.006
Common Syllables
by cap cat cen char

can car cate cent ci

Fluency
Common Syllables
F.CS.007
cial cle come cu cus

cir co cor cul cy

Fluency
F.CS.008
Common Syllables
da day ders dy ef
dan den dle east ence

Fluency
Common Syllables
F.CS.009
end et fac fin fix

ered eve fect fish for

Fluency
F.CS.010
Common Syllables
form gi go great head

gen gle grand har heav

Fluency
Common Syllables
F.CS.011
high hunt ies in ion

ho ic il ings is
Fluency
F.CS.012
Common Syllables
ish its ket lands lead

it jo land lat lec

Fluency
Common Syllables
F.CS.013
lect less li lin long

lent let light lo low

Fluency
F.CS.014
Common Syllables
lu mag mal mar me

ly main man mat meas

Fluency
Common Syllables
F.CS.015
men mi min mo my
ments mil mis mul nt

Fluency
F.CS.016
Common Syllables
nal nel ness new no

near ner net ni nore

Fluency
Common Syllables
F.CS.017
nu oc on op ous
ob of one or out
Fluency
F.CS.018
Common Syllables
prac pen play ply port

part pi ples point pos

Fluency
Common Syllables
F.CS.019
pre press ral rec rep

pres ra read rect ried

Fluency
F.CS.020
Common Syllables
ro row sand sent self

round sa sat se ser

Fluency
Common Syllables
F.CS.021
set side sion sis some

ship sim sions so son

Fluency
F.CS.022
Common Syllables
sons stand sub sun sur

south su sug sup ta

Fluency
Common Syllables
F.CS.023
tal ted tem tend ti

te tel ten the tic

Fluency
F.CS.024
Common Syllables
ties ting to ton tors

tin tive tom tor tra

Fluency
Common Syllables
F.CS.025
tract tri try tures uer

tray tro tu u um
Fluency
F.CS.026
Common Syllables
up va var vi vis
us val vel vid way

Fluency
Common Syllables
F.CS.027
west wil won writ
where win work

2nd and 3rd Grade Fluency Letter Sound Correspondence

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2nd and 3rd Grade Fluency Letter Sound Correspondence

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Fluency

Extensions and Adaptations

2-3 Student Center Activities: Fluency

2-3 Student Center Activities: Fluency

Sounds Correct Per Minute

Sounds Correct Per Minute

letter-sounds letter-sounds letter-sounds letter-sounds letter-sounds

Extensions and Adaptations

2-3 Student Center Activities: Fluency

2-3 Student Center Activities: Fluency

2-3 Student Center Activities: Fluency

Extensions and Adaptations

2-3 Student Center Activities: Fluency

ail ice ale ir ap ack ide uck op ug

ore unk ing oke ain an in ate ay ight

ing ake ell ame or ock est mid trans de

en mis im re un de in pre il dis

er es ty ed ic ful ness ly less ment

ash ine aw ick ump ill eat ank ip at

Syllables Per Minute

syllables syllables syllables syllables syllables

3rd try 4 try

Extensions and Adaptations

ing ter ed tion oth

en bout ple per der

ty peo af mer ment

num ble ers wa pro

ri ture dif tions fore

sen fer pa ther est

par ern cit cal moth

coun pe por bers ap

mon lar fi sec stud

gan tence nit ure ters

bod ward nev mem cov

ver ber ma la ning

Syllables Correct Per Minute

Syllables Correct Per Minute

syllables syllables syllables syllables syllables

y re ex e al ter tion ver com di ex i

ver oth es di ing al re ex al e oth ter

tion o er de er ed o en bout ed ing tion

ter ing en com i es oth di com er o ry

ry i ed bout y e de bout de es re ver

common non-word syllables

wa ri num der af der peo wa ri con ri pro

un pro mer con ple tle ble ment af der un ple

u ple ment ble con ber af pro ar ers ty per

ty per ma ber per ty ers ar ber ment tle peo

tle peo ers ar un num mer ma ble mer wa num

common non-word syllables

sen tions la ven sen tions la ven sen tions ev fore

ture ther ei ev ture ther ei ev ture ther fa ther

fer fore nt ac fer fore nt ac fer fore ven tions

dif est si ca dif est si ca dif est ca fol

pa fa ent fol pa fa ent fol pa fa ei ac

common non-word syllables

tain ny mon dis ful par po im cal ern mu pe

pic na im col tain ern mu mon col im par na

pe mu ful cit ning ny moth pe coun lar po mu

common non-word syllables

ure sec hap bod fi ad ward ters ap gan ward stud

tence nev fi ad ap bod ure nit cov mem tween nev

common non-word syllables

Extensions and Adaptations