Multi-Syllable Word Unit VC/CV Science of Reading Fluency and Phonics

No Prep - Reading Intervention Program for older struggling readers to learn multi-syllable words through phonics practice. It is both digital and print and contains fluency, comprehension, word work, teaching Powerpoints, detailed lesson plans, interactive workbook pages, assessments and more. Research-based. This is a print and digital resource. This unit concentrates on VC/CV words.

This program works for resource, whole class, RTI, summer school, and more. If you are using this program with more than one student – partner up. Partnering students is engaging and lets everyone participate. This program helps students build confidence while reinforcing learning; additionally, by reading, tracking and reading again, student exposure to each passage is maximized.

Table of Contents

Fluency Research page 3

Fluency Instructions and Optional Instructional Script page 4

Multisyllabic Word Reading Research page 5

Pre-Assignment Assessment Teacher Page page 6

Pre-Assignment Assessment Student Page page 7

VCCV Interactive Notebook page 1 page 8

Sister – Window – Garden Poster or Notebook Page page 9

Sister – Window – Garden: Word Work page 10

Sister – Window – Garden: Sentence Fluency page 11

Sister – Window – Garden Fluency Passage page 12

Fluency Passage Comprehension Page page 13

Sister – Window – Garden Interactive Notebook Page page 14

Matter, Winter, Problem: Poster or Notebook Page page 15

Matter, Winter, Problem: Word Work page 16

Matter, Winter, Problem: Sentence Fluency page 17

Matter, Winter, Problem: Fluency Passage page 18

Fluency Passage Comprehension Page page 19

Matter, Winter, Problem Interactive Notebook Page page 20

The Legend of Tiger Woods High Interest Reading page 21

The Legend of Tiger Woods Sequence Paragraph page 22

Garlic, Dinner, Setting: Poster or Notebook Page page 23

Garlic, Dinner, Setting: Word Work page 24

Garlic, Dinner, Setting: Sentence Fluency page 25

Garlic, Dinner, Setting: Fluency Passage page 26

Fluency Passage Comprehension Page page 27

Garlic, Dinner, Setting: Interactive Notebook Page page 28

Contest, Suntan, Napkin, Plastic: Poster or Notebook Page page 29

Contest, Suntan, Napkin, Plastic: Word Work page 30

Contest, Suntan, Napkin, Plastic: Sentence Fluency page 31

Contest, Suntan, Napkin, Plastic: Fluency Passage page 32

Fluency Passage Comprehension Page page 33

Contest, Suntan, Napkin, Plastic: Interactive Notebook Page page 34

Mascot, Hidden, Kitten, Mustang: Poster or Notebook Page page 35

Mascot, Hidden, Kitten, Mustang: Word Work page 36

Mascot, Hidden, Kitten, Mustang: Sentence Fluency page 37

Mascot, Hidden, Kitten, Mustang: Fluency Passage page 38

Fluency Passage Comprehension Page page 39

Mascot, Hidden, Kitten, Mustang: Interactive Notebook Page page 40

Marvel’s Black Panther High Interest Reading page 41

Marvel’s Black Panther Sequence Paragraph page 42

Multisyllabic Word Reading Research

To progress in reading, students must have strategies for decoding big words.  From fifth grade on, the average student encounters about 10,000 new words each year. Most of these words are multisyllabic. (Nagy and Anderson 1984).

It is helpful for students to be familiar with the common rules for syllable division. Knowing these rules and being able to apply them flexibly will help students decode longer multisyllabic words. (Carreker 2005; Henry 2010b) 

According to Shefelbine and Calhoun 1991, “Low decoders, correctly pronounced fewer affixes and vowel sounds, disregarded large portions of letter information and were two to four times more likely to omit syllables.”

Several studies have shown that teaching students strategies for decoding longer words improves their decoding ability. (Archer et al. 2006; Archer 2018.) 

Recognizing a Decoding Problem Symptoms:

• Guesses at words from context
• Avoids sounding out new words
• Confuses similar sounds, symbols, and/or words
• Inaccurate reading of nonsense words or words out of context
• Inadequate sight word vocabulary
• Tires easily, looks away, is easily frustrated, hates to read 

These strategies build word recognition and build strong readers:

• Phonemic Awareness
• Vocabulary/Morphology
• Fluency

Teaching Syllabication

• Syllabication instruction teaches a struggling reader strategies to decode multi-syllable words quickly.
• Students learn to systematically break a multisyllable work into small manageable syllables, identify the vowel sounds within each syllable and “sound out” the word syllable by syllable.
• As students progress through the lessons, they will internalize the process and apply it easily and effortlessly.
• They will become faster, more efficient and fluent readers who comprehend at a higher level.

Fluency Research

To be considered “on level” in reading fluency, students should be able to read aloud an unrehearsed passage, (i.e., either narrative or expository, fiction or non-fiction that is 200 to 300 words in length) from a grade-level text, with at least 95% accuracy in word reading. As students read aloud, their reading should sound as effortless as if they were speaking (Hasbrouck & Glaser, 2012.) This does not come easily for some students, which is why fluency practice is so essential.

In order to be considered fluent readers, students in grades 9 through 12 should be able to correctly read 150 words per minute (Hasbrouck & Tindal, 2006). In 2006 and again in 2010, Hasbrouck and Hasbrouck and Tindal (respectively) put forth that “[i]t is sufficient for students to read unpracticed, grade-level text at the 50th percentile of oral reading fluency norms” and that “…teachers do not need to have students read faster because there is no evidence that reading faster than the 50th percentile increases comprehension.” See chart below.

The best strategy for developing and improving reading fluency is to provide students with many opportunities to read the same passages orally several times. These exercises provide such opportunities. On each passage, there is space for reading fluency calculations. The best part is that the passages are quick and make it easy for students to read aloud repeatedly – and often – without taking up a lot of valuable classroom time. The activities can also be spread over several days.

Intervention: Multi-Syllable Word Unit for Older Students VC/CV - Fluency Plus

Multi-Syllable Word TASK CARDS for Older Students VC/CV

Intervention: Multi-Syllable Word Unit for Older Students V/CV - Fluency Plus

Multi-Syllable Word TASK CARDS for Older Students V/CV

Multi-Syllable Word TASK CARDS for Older Students VC/V

Intervention: Multi-Syllable Word Unit for Older Students VC/V - Fluency Plus