LESSON 1A

REVIEWLEVEL 2short a

Incorporating highly effective memorization techniques toachieve accelerated mastery of Grade Level Reading Vocabulary

add land shall glass wrap catch chapterDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together). STEP 3 - READ EACH WORD SLOWLYThe student now tries to read each word slowly in the left column. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When all left column words can be read slowly with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although try to include this word if possible). The boxed word is called the “Word of the Day” and is more difficult to learn because it does not follow typical phonics or spelling rules

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

addlandshallglasswrapcatchchapter

glassshalllandaddchaptercatchwrap

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R L R

3.0 3.0 3.0 3.03.1 3.1 3.1 3.13.2 3.2 3.2 3.23.3 3.3 3.3 3.33.4 3.4 3.4 3.43.5 3.5 3.5 3.53.6 3.6 3.6 3.63.7 3.7 3.7 3.73.8 3.8 3.8 3.83.9 3.9 3.9 3.9

4.0 4.0 4.0 4.04.1 4.1 4.1 4.14.2 4.2 4.2 4.24.3 4.3 4.3 4.34.4 4.4 4.4 4.44.5 4.5 4.5 4.54.6 4.6 4.6 4.64.7 4.7 4.7 4.74.8 4.8 4.8 4.84.9 4.9 4.9 4.9

5 5 5 56 6 6 67 7 7 7

8 8 8 8

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 1B

REVIEWLEVEL 2short e

Incorporating highly effective memorization techniques toachieve accelerated mastery of Grade Level Reading Vocabulary

bell spell step dress chest length shelfDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

bellspellstepdresschestlengthshelf

dressstepspellbellshelflengthchest

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R L R

3.0 3.0 3.0 3.03.1 3.1 3.1 3.13.2 3.2 3.2 3.23.3 3.3 3.3 3.33.4 3.4 3.4 3.43.5 3.5 3.5 3.53.6 3.6 3.6 3.63.7 3.7 3.7 3.73.8 3.8 3.8 3.83.9 3.9 3.9 3.9

4.0 4.0 4.0 4.04.1 4.1 4.1 4.14.2 4.2 4.2 4.24.3 4.3 4.3 4.34.4 4.4 4.4 4.44.5 4.5 4.5 4.54.6 4.6 4.6 4.64.7 4.7 4.7 4.74.8 4.8 4.8 4.84.9 4.9 4.9 4.9

5 5 5 56 6 6 67 7 7 7

8 8 8 8

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 1C

REVIEWLEVEL 2

short iIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

fill drink thick print since grip wristDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

filldrinkthickprintsincegripwrist

printthickdrinkfillwristgripsince

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R L R

3.0 3.0 3.0 3.03.1 3.1 3.1 3.13.2 3.2 3.2 3.23.3 3.3 3.3 3.33.4 3.4 3.4 3.43.5 3.5 3.5 3.53.6 3.6 3.6 3.63.7 3.7 3.7 3.73.8 3.8 3.8 3.83.9 3.9 3.9 3.9

4.0 4.0 4.0 4.04.1 4.1 4.1 4.14.2 4.2 4.2 4.24.3 4.3 4.3 4.34.4 4.4 4.4 4.44.5 4.5 4.5 4.54.6 4.6 4.6 4.64.7 4.7 4.7 4.74.8 4.8 4.8 4.84.9 4.9 4.9 4.9

5 5 5 56 6 6 67 7 7 7

8 8 8 8

STEP 4 – Word Recognition - Fluency

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 1D

REVIEWLEVEL 2short o

Incorporating highly effective memorization techniques toachieve accelerated mastery of Grade Level Reading Vocabulary

doll cross block strong bottle common costumeDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

dollcrossblockstrongbottlecommoncostume

strongblockcrossdollcostumecommonbottle

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R L R

3.0 3.0 3.0 3.03.1 3.1 3.1 3.13.2 3.2 3.2 3.23.3 3.3 3.3 3.33.4 3.4 3.4 3.43.5 3.5 3.5 3.53.6 3.6 3.6 3.63.7 3.7 3.7 3.73.8 3.8 3.8 3.83.9 3.9 3.9 3.9

4.0 4.0 4.0 4.04.1 4.1 4.1 4.14.2 4.2 4.2 4.24.3 4.3 4.3 4.34.4 4.4 4.4 4.44.5 4.5 4.5 4.54.6 4.6 4.6 4.64.7 4.7 4.7 4.74.8 4.8 4.8 4.84.9 4.9 4.9 4.9

5 5 5 56 6 6 67 7 7 7

8 8 8 8

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 1E

REVIEWLEVEL 2short u

Incorporating highly effective memorization techniques toachieve accelerated mastery of Grade Level Reading Vocabulary

luck drum bunch hundred crush summer supposeDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

luckdrumbunchhundredcrushsummersuppose

summercrushhundredbunchdrumsupposeluck

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 2A

REVIEWLEVEL 2

Final-e RuleIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

late bite dime smile life shape batheDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

latebitedimesmilelifeshapebathe

dimebitelatebatheshapelifesmile

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 2B

REVIEWLEVEL 2

ai ee ea ie oaIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

hair stairs wheel dream peace piece throatDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

hairstairswheeldreampeacepiecethroat

wheelstairshairthroatpiecepeacedream

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 2C

REVIEWLEVEL 2

ar or er ir urIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

hard morning score person third during burnDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

hardmorningscorepersonthirdduringburn

scoremorninghardburnduringthirdperson

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 2D

REVIEWLEVEL 2

oo (2) ou oiIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

room foot loud thousand noise boil enjoyDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

roomfootloudthousandnoiseboilenjoy

loudfootroomenjoyboilnoisethousand

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 2E

REVIEWLEVEL 2

C-Rule G-RuleIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

ice center office certain giant age bridgeDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

icecenterofficecertaingiantagebridge

officecentericebridgeagegiantcertain

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

STEP 4 – Word Recognition - Fluency

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 3A short aIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

rag crash trash half catch matterDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

ragcrashtrashhalfcatchmatter

trashcrashragmattercatchhalf

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 3B short eIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

bet tent held else health measureDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

bettentheldelsehealthmeasure

tentbetmeasurehealthelseheld

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 3C short iIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

ink zip lift built silver busyDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

inkzipliftbuiltsilverbusy

builtliftzipinkbusysilver

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 3D short oIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

hog crop October honest fought caughtDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

hogcropOctoberhonestfoughtcaught

Octobercaughtfoughtcrophoghonest

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 4A Final-e RuleIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

pipe mule skate care size wiseDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

pipemuleskatecaresizewise

careskatemulepipewisesize

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 4B1 Consonant

RuleIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

tiger motor student locate lately writerDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

tigermotorstudentlocatelatelywriter

studentlatelylocatemotorwritertiger

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 4C1 Consonant

RuleIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

April December November height idea ableDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

April

December

November

height

idea

able

December

April

able

idea

height

November

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 108 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 4D long vowelsIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

June July May break library kneeDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 - FLUENCY PRACTICE – Single Columns“Timed Reading” is a highly effective technique for achieving fluency while also solidifying memorization and increasing student motivation. Use a stopwatch or watch timer to determine how fast your student can say the list words in the left column. In the Time Chart column under letter “L” - fill-in the box showing the student’s time only on a completely successful attempt. When a mastery time of 3-4 seconds is reached (preferably 3, but can be increased for students with significant learning problems), repeat STEPS - 2 – 3 and 4 with the right column words. When mastery time is reached again for the right column words proceed to STEP 5.

STEP 5 – FLUENCY PRACTICE – Both ColumnsYou should now practice both columns of words together to further solidify memorization. This can be done with either timing or not timing the student (depending on student’s skill level). If you do not time your student, then have them say the columns twice without an error for “passing.” When this is done, put a “P” in the space at the top of the “B” column above the red line. If you do time your student, you need to aim for under 6-7 seconds.

JuneJulyMaybreaklibraryknee

MayJulyJunekneelibrarybreak

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 5A short vowelsIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

January September February happen every studyDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 - FLUENCY PRACTICE – Single Columns“Timed Reading” is a highly effective technique for achieving fluency while also solidifying memorization and increasing student motivation. Use a stopwatch or watch timer to determine how fast your student can say the list words in the left column. In the Time Chart column under letter “L” - fill-in the box showing the student’s time only on a completely successful attempt. When a mastery time of 3-4 seconds is reached (preferably 3, but can be increased for students with significant learning problems), repeat STEPS - 2 – 3 and 4 with the right column words. When mastery time is reached again for the right column words proceed to STEP 5.

STEP 5 – FLUENCY PRACTICE – Both ColumnsYou should now practice both columns of words together to further solidify memorization. This can be done with either timing or not timing the student (depending on student’s skill level). If you do not time your student, then have them say the columns twice without an error for “passing.” When this is done, put a “P” in the space at the top of the “B” column above the red line. If you do time your student, you need to aim for under 6-7 seconds.

January

September

February

happen

every

study

September

January

study

every

happen

February

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 108 8 15 8 8 15

STEP 4 – Word Recognition - Fluency

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 5B short eIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

dent kettle excellent cent ready heavyDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 - FLUENCY PRACTICE – Single Columns“Timed Reading” is a highly effective technique for achieving fluency while also solidifying memorization and increasing student motivation. Use a stopwatch or watch timer to determine how fast your student can say the list words in the left column. In the Time Chart column under letter “L” - fill-in the box showing the student’s time only on a completely successful attempt. When a mastery time of 3-4 seconds is reached (preferably 3, but can be increased for students with significant learning problems), repeat STEPS - 2 – 3 and 4 with the right column words. When mastery time is reached again for the right column words proceed to STEP 5.

STEP 5 – FLUENCY PRACTICE – Both ColumnsYou should now practice both columns of words together to further solidify memorization. This can be done with either timing or not timing the student (depending on student’s skill level). If you do not time your student, then have them say the columns twice without an error for “passing.” When this is done, put a “P” in the space at the top of the “B” column above the red line. If you do time your student, you need to aim for under 6-7 seconds.

dentkettleexcellentcentreadyheavy

readycentheavyexcellentkettledent

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 5C short iIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

sink cliff ribbon listen build writtenDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

sinkcliffribbonlistenbuildwritten

cliffsinkbuildwrittenlistenribbon

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 5D2 Consonant

RuleIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

coffee pepper distance sandwich address numberDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

coffeepepperdistancesandwichaddressnumber

numbersandwichaddressdistancepeppercoffee

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 6Aur er

soundIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

curl nurse surf perfect earn worstDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

curlnursesurfperfectearnworst

surfcurlnurseworstearnperfect

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 6Boo ewsound

Incorporating highly effective memorization techniques toachieve accelerated mastery of Grade Level Reading Vocabulary

sooner scooter newspaper lose loose knewDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

sooner

scooter

newspaper

lose

loose

knew

scooter

newspaper

loose

lose

knew

sooner

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 108 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 6C oi oyIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

choice spoil oyster coin voice poisonDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

choicespoiloystercoinvoicepoison

oysterspoilchoicepoisonvoicecoin

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

STEP 4 – Word Recognition - Fluency

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 6D Final-e RuleIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

huge strange continue race chose includeDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

hugestrangecontinuerace choseinclude

choseincludecontinuestrangeracehuge

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 7A short aIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

fact branch passenger grass family capitalDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 - FLUENCY PRACTICE – Single Columns“Timed Reading” is a highly effective technique for achieving fluency while also solidifying memorization and increasing student motivation. Use a stopwatch or watch timer to determine how fast your student can say the list words in the left column. In the Time Chart column under letter “L” - fill-in the box showing the student’s time only on a completely successful attempt. When a mastery time of 3-4 seconds is reached (preferably 3, but can be increased for students with significant learning problems), repeat STEPS - 2 – 3 and 4 with the right column words. When mastery time is reached again for the right column words proceed to STEP 5.

STEP 5 – FLUENCY PRACTICE – Both ColumnsYou should now practice both columns of words together to further solidify memorization. This can be done with either timing or not timing the student (depending on student’s skill level). If you do not time your student, then have them say the columns twice without an error for “passing.” When this is done, put a “P” in the space at the top of the “B” column above the red line. If you do time your student, you need to aim for under 6-7 seconds.

fact

branch

passenger

grass

family

capital

capital

family

grass

passenger

branch

fact

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 108 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 7B short eIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

sled sense enemy empty several measureDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 - FLUENCY PRACTICE – Single Columns“Timed Reading” is a highly effective technique for achieving fluency while also solidifying memorization and increasing student motivation. Use a stopwatch or watch timer to determine how fast your student can say the list words in the left column. In the Time Chart column under letter “L” - fill-in the box showing the student’s time only on a completely successful attempt. When a mastery time of 3-4 seconds is reached (preferably 3, but can be increased for students with significant learning problems), repeat STEPS - 2 – 3 and 4 with the right column words. When mastery time is reached again for the right column words proceed to STEP 5.

STEP 5 – FLUENCY PRACTICE – Both ColumnsYou should now practice both columns of words together to further solidify memorization. This can be done with either timing or not timing the student (depending on student’s skill level). If you do not time your student, then have them say the columns twice without an error for “passing.” When this is done, put a “P” in the space at the top of the “B” column above the red line. If you do time your student, you need to aim for under 6-7 seconds.

sledsenseenemyemptyseveralmeasure

measureseveralemptyenemysensesled

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

STEP 4 – Word Recognition - Fluency

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 7C short iIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

dim twist witch visitor million interestingDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 - FLUENCY PRACTICE – Single Columns“Timed Reading” is a highly effective technique for achieving fluency while also solidifying memorization and increasing student motivation. Use a stopwatch or watch timer to determine how fast your student can say the list words in the left column. In the Time Chart column under letter “L” - fill-in the box showing the student’s time only on a completely successful attempt. When a mastery time of 3-4 seconds is reached (preferably 3, but can be increased for students with significant learning problems), repeat STEPS - 2 – 3 and 4 with the right column words. When mastery time is reached again for the right column words proceed to STEP 5.

STEP 5 – FLUENCY PRACTICE – Both ColumnsYou should now practice both columns of words together to further solidify memorization. This can be done with either timing or not timing the student (depending on student’s skill level). If you do not time your student, then have them say the columns twice without an error for “passing.” When this is done, put a “P” in the space at the top of the “B” column above the red line. If you do time your student, you need to aim for under 6-7 seconds.

dim

twist

witch

visitor

million

interesting

interesting

million

visitor

witch

twist

dim

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 108 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 7D short oIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

rob pond chop lock knock acrossDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

robpondchoplockknockacross

acrossknocklockchoppondrob

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 8A short uIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

bud struck tunnel dust crust suddenDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

budstrucktunneldustcrustsudden

suddencrustdusttunnelstruckbud

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 8B Final-e RuleIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

fire prize cute wise space includeDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

fireprizecutewisespaceinclude

cuteprizefireincludespacewise

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 8C Final-e RuleIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

scale airplane froze hole whole awhileDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

scaleairplanefrozeholewholeawhile

awhilewholeholefrozeairplanescale

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 8D1 Consonant

RuleIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

lazy safety recess below using receiveDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

lazysafetyrecessbelowusingreceive

receiveusingbelowrecesssafetylazy

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 9A ar urIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

March market marble farther further burntDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

Marchmarketmarblefartherfurtherburnt

burntfurtherfarthermarblemarketMarch

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 9Baw aushort o

Incorporating highly effective memorization techniques toachieve accelerated mastery of Grade Level Reading Vocabulary

paw straw August taught law crawlDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

pawstrawAugusttaughtlawcrawl

crawllawtaughtAuguststrawpaw

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 9C ow ouIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

vowel towel allow hour mountain countyDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

vowel

towel

allow

hour

mountain

county

county

mountain

hour

allow

towel

vowel

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 108 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1

LESSON 9Dshort u

Final-a RuleIncorporating highly effective memorization techniques to

achieve accelerated mastery of Grade Level Reading Vocabulary

extra umbrella Alaska dozen double frontDIRECTIONS FOR STUDENT READING WALL – Details and video at www.tampareads.com/videoSTEP 1 - TEACH THE VOWEL SOUNDBegin by teaching the color-coded vowel sound in each word in the left column. If you need to review the sounds see file #15A at the members page at ReadingKey.comSTEP 2 - STOP AT THE VOWEL SOUNDNext, have your student say the sounds made by the letters up to the color-coded vowel sound (typically the beginning consonant and vowel sound blended together - ca - fa – etc.) STEP 3 - READ EACH WORD SLOWLYThe student next says only the list words in the left column slowly. If an error is made, immediately stop your student – discuss the mistake - then start again from the top. When the student can read the left column words slowly from top to bottom with no errors, proceed to STEP 4 Fluency Practice. NOTE: If the last “boxed” word significantly slows student progress you can skip this word and study separately (although not recommended). The boxed word is called the “Word of the Day” and usually does not follow the phonics rules or is difficult for students to learn.

STEP 4 – Word Recognition - Fluency PracticeThe repetition of the “Timed Reading” will not only accelerate permanent memorization of the list words, but will also increase student motivation and interest. To Begin - Get out a stopwatch or watch timer and “time” how fast your student can say the list words in the left column. In the Fluency Time Chart box under letter “L” (L is for Left Column) - have your student place an “X” in the box for the time it took say the list words. When a mastery time of 3-4 seconds is reached (most students can do this within 5-10 attempts), have your student read the right “R” column of words. For the right column words you can skip steps 1 and 2 have the student read the list words slowly and then begin timing. The right column words are the same as in the left column but in a different order and without the vowel sound color helper technique. When mastery time of 3-4 seconds is reached for the right column words, you can congratulate your student and move to the next list of new words. On the following day, always review at least 7 of the previous lists before advancing to the new list. The “B” column is for timing both columns but is not necessary for most students.

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frontdoubledozenAlaskaumbrellaextra

Fluency Time Chart ”FILL-IN” box at fastest time

”L” is for saying left column words”R” is for saying right column words

”B” is for saying both columns of word 2 sections below – use with 2 students

L R B L R B

3.0 3.0 6.0 3.0 3.0 6.03.1 3.1 6.1 3.1 3.1 6.13.2 3.2 6.2 3.2 3.2 6.23.3 3.3 6.3 3.3 3.3 6.33.4 3.4 6.4 3.4 3.4 6.43.5 3.5 6.5 3.5 3.5 6.53.6 3.6 6.6 3.6 3.6 6.63.7 3.7 6.7 3.7 3.7 6.73.8 3.8 6.8 3.8 3.8 6.83.9 3.9 6.9 3.9 3.9 6.9

4.0 4.0 7.0 4.0 4.0 7.04.1 4.1 7.1 4.1 4.1 7.14.2 4.2 7.2 4.2 4.2 7.24.3 4.3 7.3 4.3 4.3 7.34.4 4.4 7.4 4.4 4.4 7.44.5 4.5 7.5 4.5 4.5 7.54.6 4.6 7.6 4.6 4.6 7.64.7 4.7 7.7 4.7 4.7 7.74.8 4.8 7.8 4.8 4.8 7.84.9 4.9 7.9 4.9 4.9 7.9

5 5 8 5 5 86 6 9 6 6 97 7 10 7 7 10

8 8 15 8 8 15

NAME

NOTE: For students exhibiting repeated problems with the list words, we have additional learning “tricks” and techniques at www.tampareads.com/video - Copyright © 2003 ReadingKey Inc. – Materials available at TampaReads.com

LEVEL 3-1