Decodable Reading Comprehension Passages | Phonics Brochures for Fluency

Science of Reading aligned - These fluency and comprehension passages and activities are interactive, fun, and perfect for beginning readers. Each tri-fold focuses on a targeted phonics skill and also reinforces fluency and comprehension. While using each brochure, students get the opportunity to learn a new phonics skill and practice that skill in the context of reading for comprehension. The brochures are organized by sound. All phonemes are included. There is a decodable passage for every spelling pattern. If you are implementing a sound wall, these decodables will go hand in hand.

I created this resource to be used in guided reading groups. Many phonics skills contain two separate passages at different levels to meet the needs of various students. Each tri-fold combines phonics, fluency, comprehension, and word work. I used the form of a brochure because I'm not always a fan of worksheets! It might seem silly, but turning a flat piece of paper into a brochure adds a lot of excitement to little ones. Adding a paperclip as a spinner adds another element of excitement.

The STEPS….

Step 1 – Introduce the phonics skill/word family. I always show a PowerPoint or a poster with the phonics pattern and a list of words. We write the pattern in the air and we ALWAYS sing a song about the pattern. (If you're using a sound wall... this is when you add your words and phonics patterns to your pictures!)

Step 2 – Read a list of words with the phonics pattern. Pictures are included.

Step 3 – Read the passage. (I use these passages in guided reading groups, so I have my students whisper read. I help them decode as needed.)

Step 4 – Read the passage a second time and underline all of the words with the phonics pattern. Students must write the words they underlined for extra phonics practice.

Step 5 – Read the passage a third time and answer the comprehension questions.

Step 6 – Students learn they can use words they know to read and write new words. They will use a spinner (paperclip and pencil) or word boxes to build and write words with the phonics pattern.

Step 7 - Students retell the beginning, middle, and end of the story with words or illustrations.

Here’s what’s included…

Click on each individual unit to see a preview.

Short A Word Families:

-at, -ap, -an, -ad, -am, -ag, -ack

Short E Word Families

-et, -ed, -en, -eck, -ell

Short O and U Word Families

-ot, -ob and –og, -op, ub and ut, -ug, -um and –up, -un

Short I Word Families

-id, -ig, -ip, -in, -ick, -it

Vowel Teams

-ai says /ā/ (long a) as in faith

-ay says /ā/ (long a) as in play

-oa says /ō/ (long o) as in boat

-oe says /ō/ (long o) as in aloe

-ee says /ē/ (long e) as in week

-oi says /oi/ as in boil

-oy says /oi/ as in boy

-oo says /oo/ as in food

-oo says /oo/ as in foot

-ow says /ou/ as in cow

-ow says /ō/ (long o) as in bow

-ie says /ē/ (long e) as in thief

-ie says /ī/ (long i) as in pie

-ou says /ou/ as in house

-ou says /oo/ as in soup

-ou says /ŭ/ (short u) as in trouble

-au says /ô/ as in auto

-aw says /ô/ as in saw

-ea says /ē/ (long e) as in beach

-ea says /ĕ/ (short e) as in bread

-ey says /ē/ (long e) as in monkey

-igh says /ī/ (long i) as in light

-eigh says /ā/ (long a) as in eight

-ue says /oo/ and /yoo/ as in glue and cue

-ew says /oo/ and /yoo/ as in grew and pew

-ui says /oo/ as in fruit

R-Controlled Vowels

-er as in fern

-ir as in bird

-ar as in car

-or as in torn

-ur as in burn

Digraphs

ch says /ch/ as in chair (beginning)

ch says /ch/ as in bench (ending)

tch says /ch/ as in batch (ending)

sh says /sh/ as in shell (beginning)

sh says /sh/ as in wash (ending)

th says /th/ as in thorn (beginning)

th says /th/ as in bath (ending)

wh says /wh/ as in what (beginning)

ph says /f/ as in photo

ng (-ing, -ang) as in sing and sang (ending)

nk (-ink, -ank, -unk) as in sink, bank, trunk (ending)

dge says /j/ as in badge (ending)

ck says /k/ as in back (ending)

wr says /r/ as in wrap (beginning)

kn says /n/ as in knock (beginning)

Prefixes

re- (again)

un- (not)

pre- (before)

dis- (opposite of)

mis- (wrongly)

de- (down)

Suffixes

-er (a person who)

-er (more)

-est (most)

-ful (full of)

-less (without)

-ed (past tense verb)

CVCe

a_e (-ake)

a_e (-ape, -ame)

a_e (-ate, -ane)

a_e (-ave, -age)

i_e (-ide, -ike)

i_e (-ime, -ine)

i_e (-ire, -ice)

i_e (mix up)

o_e (-ose, -ole)

o_e (-ote, mix up)

o_e (mix up)

u_e (-ube, -ute, -une)

u_e (mix up

Beginning Blends

L Blends

bl

cl

fl

gl

pl

sl

R Blends

br

cr

fr

gr

pr

dr

tr

S Blends

sm

sn

sp

st

sc

sk

Three Letter Blends

spl

spr

str

scr

Ending Blends

sk

st

sp

ft

nd

nk

nt

mp

rd

ld

lp

lk

lt

lf

pt

ct

Vowel Teams Set 2 This second set of Vowel Team Phonics Brochures integrates all of the various spellings for each sound into one activity/brochure. It includes 10 passages, word lists, word work, and comprehension questions.

Skills included:

Brochure 1 - long a {a, ai, a_e, ay, ea, ei, ey}

(make, rain, cake, play, great, eight, they)

Brochure 2 - long e {ee, e_e, e, ea, ey, y, ie}

(bee, these, we, eat, key, happy, chief)

Brochure 3 - long i {i_e, ie, -y, igh, i}

(bike, pie, my, light, rifle)

Brochure 4 - long o {o_e, oa, oe, ow, o}

(note, boat, tow, snow, open)

Brochure 5 - long u/oo {oo, u_e, ue, ew, ui, ou u}

(moon, tube, blue, new, fruit, soup, music)

Brochure 6 - /aw/ {aw, au, all, wa, ough}

(crawl, sauce, fall, wash, cough)

Brochure 7 - short e {ea}

(bread, bed)

Brochure 8 - /ow/ {ow, ou}

(cow, out)

Brochure 9 - /oi/ {oi, oy}

(boil, boy)

Brochure 10 - short /oo/ {oo, u}

(book, pull)