At the foundation of reading, is the ability to segment and blend unfamiliar words. Once this skill is achieved, students must then be able to read words as whole words to build reading fluency in passages. Repeated reading of words in isolation can help build automaticity of single words which then supports reading fluency.
These lists provide practice in reading words in isolation focusing on a specific phonetic pattern. There are visual scaffolds on each lists that supports the targeted sound. The visuals coordinate with the Treasures curriculum. Make sure to teach the targeted sounds before giving the lists for students to read.
- Teacher notes with implementation suggestions with scaffolds
- Automaticity lists with visual cues: short vowels (cvc), short vowel
discrimination (a vs. o, e vs. i), d/b discrimination, consonant
digraphs (wh, th, ch, sh), beginning blends, ending blends,
beginning blends and ending blends in one word
- Kindergarten: RF.K.2b, RF.K.2d, RF.K.2f
- 1st grade: RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3a, RF.1.3b
*Also applies to struggling readers at any grade level*