Lesson Plans

Lesson 5 | 77

R-Controlled Syllables
Lesson 5
OBJECTIVES

• Students will identify the sounds for ar, or, er, ir, and ur.

• Students will read words that have vowel-r teams.

• Students will spell words that have r-controlled syllables.

MATERIALS

• Letter cards from previous lessons*

• Lesson 5 letter cards*

• Lesson 5 word cards*

• Word sort category cards*

• Word dominoes*

• Spelling support card (to be laminated)*

• Pocket chart

• Word web worksheets*

• Board and markers or chalk for teacher

• Personal whiteboards and markers for students

• Notebook paper

*Blackline master available on CD.

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TIPS

• Refer to the Appendix for a list of words with r-controlled syllables.

• Scaffold and teach one or two sounds at a time, depending on student proficiency.

• Include a variety of words with the different r-controlled sounds students are learning.

• Include words with r-controlled vowels and words without r-controlled vowels, so
students can practice discriminating the r-controlled sounds (e.g., chart, chat).

• Decode and encode, using real words and nonsense words.

• Give direct feedback to students.

DAILY REVIEW

SHORT VOWEL SOUNDS

Review short vowel sounds.

Teacher: Let’s start by quickly reviewing short vowels. I will point to a letter, and you will
tell me its sound. Be alert because I will go quickly! Remember that the cue I give
when it’s time for you to repeat is an open palm.

[Point to i and gesture.]

Students : /i/

Continue reviewing vowel sounds.

OPENING

Teacher: Today we will learn about a type of syllable that changes the way a vowel sounds.
It’s called an r-controlled syllable because the r controls the vowel sound.

It is important to learn about r-controlled syllables because many words contain

these sounds. Being able to recognize and read r-controlled syllables will allow you
to read many more words. It will also help you in other classes and allow you to
read connected text more easily.

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MODEL AND TEACH: ACTIVITY 1

INTRODUCE R-CONTROLLED SYLLABLES

DECODING

Using the ar, or, er, ir, and ur cards, teach students that r controls the vowel sound. In closed
syllables (at least one consonant “closing in” one vowel), if the vowel is followed by r, the vowel
does not make its expected sound. R changes the vowel sound. These syllables are called
r-controlled syllables. R-controlled syllables are blended with other sounds in a word. When
counting the number of sounds in a word, the r-controlled syllable counts as just one sound.

[Display the word cards her, turn, bird, star, and corn.]

Teacher: Look at these words and tell me something they have in common.

Rodolfo: They all have the letter r.

Katie: The r is always the third letter, and it’s after the vowel.

Teacher: Yes, all of the words have r, and the r follows the vowel in each of the words. Here
it is the third letter, but it won’t always be the third letter. Because r follows the
vowel, the vowel does not make its short sound. The r “controls” the vowel sound,
which is why they are called r-controlled syllables.

Let’s start with the letters ar. When you see the letters a and r together in a word,
they usually say /ar/, as in star. What sound does ar usually make?

Students: /ar/

Introduce other r-controlled sounds, as appropriate for your students. Then, begin to demonstrate
how r-controlled sounds work in words.

[Display the letter cards p, ar, and k.]

Teacher: R-controlled sounds blend with other sounds to make words.

[Point to p and say /p/. Point to ar and say /ar/. Slide your finger under each
letter as you blend the sounds.]

Now, it’s your turn. Blend the sounds as I slide my finger under the letters.

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Students : /p/ /ar/

[Model adding the final /k/. Slide your finger under p and ar, stretching out
the sound until you point to k.]

Teacher: Your turn. Say the sounds as I slide my finger under the letters.

Students : /p/ /arrr/ /k/

[Move the cards next to each other. Slide your finger under the letters.]

Teacher: Park: The whole word is park. Now, I will slide my finger under the letters, and you
will read the word.

[Slide your finger under the letters.]

Students : park

Teacher: Although park has four letters, it has just three sounds because a and r make one
sound, /ar/.

[Model counting with your fingers.]

Teacher: /p/ /ar/ /k/: three sounds.

Repeat the sequence with other words, gradually reducing your modeling.

MODEL AND TEACH: ACTIVITY 2

VOWEL-R TEAMS
DECODING

When students have learned all of the r-controlled sounds, teach students to notice whether a
word has a vowel-r team. Teach students to automatically treat a vowel-r team as one sound unit.

Write several words with r-controlled sounds on the board (e.g., marsh, chart, scorn, church, skirt).
Encourage students to see the vowel-r team as a unit, in much the same way digraphs are seen as
a unit. Scaffold by having students circle the vowel-r team and then read the word. Remove the
scaffold as students gain proficiency.

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Lesson Plans Lesson 5 | 81

Teacher: A faster way to read r-controlled syllables is to be on the lookout for vowel-r teams.
When you see one, use that sound when you read the word.

[Circle ar in marsh.]

Teacher: I drew a circle around the vowel-r team because it helps me to remember that the
team makes only one sound: /ar/. /m/ /ar/ /sh/; marsh.

[Point to the next word, chart in this example.]

Teacher: Jasmine, please circle the vowel-r team.

[Jasmine circles ar.]

Teacher: Perfect. What sound?

Jasmine: /ar/

Teacher: Excellent. And the word is?

Jasmine: /ch/ /ar/ /t/: chart.

Teacher: Nicely done. Andre, please do the next word. After you circle the vowel-r team,
blend the word in your head and then say it fast, like a whole word.

[Andre circles or.]

Andre: scorn

Repeat the sequence with other words.

ERROR CORRECTION

If an error is with an r-controlled sound, guide the student to the correct sound with questions
about the key word. Use the sound to read the word.

TIPS

• When introducing ir, er, and ur, teach that these vowel-r teams make the same sound, /er/.
Point out that students have learned other sounds that are spelled in more than one way
(e.g., /k/: c, k, or ck; /f/: f or ph).

• Vowel-r letter cards teach students to see the two letters as a unit that makes one sound.

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MODEL AND TEACH: ACTIVITY 3

SEGMENTING SOUNDS
ENCODING

Have students use letter cards to encode dictated words containing r-controlled sounds by
following this sequence:

1. Dictate a word.
2. Have a student repeat the word (listen for correctness).
3. Have the student say each sound in the word and count the sounds in the word.
4. Have the student say the letters that represent the sounds.
5. Have the student say the letters again while collecting the corresponding letter cards.
6. Have the student check by reading the word.

Repeat the sequence with new words, gradually reducing your modeling.

Teacher: The first word is porch. What is the word?

Students: porch

Teacher: Next, I count the sounds I hear in the word.

[Count with your fingers.]

Teacher: /p/ /or/ /ch/: I hear three sounds.

Next, I think about what letters make those sounds: /p/–p, /or/–or, /ch/–ch.

Then, I say the letters while I collect the letter cards: p-or-ch.

Now, I check the word by reading it: porch.

Repeat the sequence with new words, gradually reducing your modeling.

ERROR CORRECTION

If a student makes an error, say the word and have student repeat it, emphasizing enunciation.
Note which sound was incorrect and prompt the student with something similar to the following
example: “What says /ar/?”

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TIPS

• For sounds with multiple spelling options (e.g., /er/ spelled er or ur), tell students that they
cannot know which option is correct just from the sound. Students must practice spelling
the words and memorizing which option goes with which words. Students can check
their answers in a dictionary or spell-checker.

• Students can start a “spelling options” notebook.

Adapted from Wilson, B. A. (2002). Wilson reading system: Instructor manual. Oxford, MA: Wilson Language Training.

GUIDED PRACTICE: ACTIVITY 1

WORD SORT: READING

DECODING

Divide students into pairs. Give each pair a stack of facedown word cards and some “category”
cards (i.e., ar, or, er, ir, and ur). Have students take turns saying a word and categorizing it
according to its r-controlled sound and spelling.

Teacher: Each pair has word cards that you will sort into categories, based on the word’s
r-controlled sound and spelling. The categories are on the category cards you
received. They are ar–/ar/, or–/or/, er–/er/, ir–/er/, and ur–/er/.

Andre and Rodolfo, you will be partners, so I’ll use you as examples as I explain the
steps. Andre, pick up the top card and read it aloud without showing it to Rodolfo.

Andre: slurp

Teacher: Rodolfo, repeat the word and say the r-controlled sound.

Rodolfo: slurp, /er/.

Teacher: Now identify the correct spelling pattern and which category it belongs to.

Rodolfo: The ir–/er/ family?

Teacher: If you’re right, you can put that word card under the correct category pile. Andre, is
he right?

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Andre: No. It’s ur.

Teacher: So, because he was wrong, Rodolfo does a say-spell-say: Say the word, spell the
word, and then say it again. Rodolfo, what will you do?

Rodolfo: I say the word, spell the word, and then say it again: slurp, s-l-u-r-p, slurp.

Teacher: That’s right. And that card goes to the bottom of Andre’s pile, so Rodolfo will get
another chance to try it. Everyone, please begin. I will come around to help you.

Have pairs continue reading and sorting words. It is important that students read the words aloud,
so they do not sort based solely on visual clues.

ERROR CORRECTION

• For a decoding error, note which sound was incorrect and ask questions to guide the
student to correct it. For example, if a student pronounces harp as hard, say something
similar to the following: “What is the last letter in the word? What sound does it make?
Read the word again, please.”

• For a sorting error, say the word again, emphasizing its r-controlled sound, such as in the
following example: “Thorns: What r-controlled sound do you hear? Which category has
/or/?”

• For a spelling option error, say something similar to the following example: “Yes, ir does
makes the /er/ sound, but in hurt, it is spelled ur. What letters say /er/ in hurt?”

TIP

Give different pairs different sets of words. After a pair has sorted one word set, switch sets with
another pair.

ADAPTATION

After sorting words, have students say the words in each category, use them in a sentence, or say
their meaning.

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Lesson Plans Lesson 5 | 85

GUIDED PRACTICE: ACTIVITY 2

READ MY MIND
DECODING

Arrange 15–20 word cards faceup in a grid pattern. Choose a word (without telling students) as “it,”
and have students try to “read your mind” by guessing which word you have chosen. If a student
succeeds, he or she keeps the card, and you choose another word. When a student unsuccessfully
guesses, turn the card he or she guessed facedown and have the next student take a turn.

Teacher: I have chosen one of these cards as “it,” but I’m not going to tell you which one. You
must read my mind. When it is your turn, say the word you think I chose and point
to the card with that word on it. If you guess correctly, you get to keep the card. If
not, the next person has a turn. You must be ready to say your word when it is your
turn, so read the words silently before it’s your turn.

TIPS

• Include words from previous lessons (e.g., CVC words).

• Make sure that students read the words and point to the correct word cards.

• Students must be ready to say their word when it’s their turn or the pacing will be too
slow. If necessary, establish a time limit of a few seconds.

• As students win cards, refill the holes in the word grid with new cards.

• To narrow students’ choices, tell them the row or column in which the word appears.

GUIDED PRACTICE: ACTIVITY 3

WHAT SAYS…
ENCODING

Spread letter cards in front of students. Follow the steps below. Focus on r-controlled sounds, but
include previously introduced sounds as well.

1. Dictate a sound.
2. Have a student repeat the sound (listen for correctness).
3. Have the student point to the corresponding letter card.

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Teacher: I will ask you what letter or letters make a certain sound. You will repeat the sound
and point to the letter card that says the sound.

Let’s begin. What says /a/?

Students: /a/

[Students point to a.]

Teacher: What says /or/?

Students: /or/

[Students point to or.]

Teacher: Nice job. What says /er/, as in turn?

Students: /er/

[Students point to ur.]

Teacher: /er/, as in her?

Students: /er/

[Students point to er.]

Teacher: How about /er/, as in bird?

Students: /er/

[Students point to ir.]

Continue dictating sounds, giving students multiple opportunities with r-controlled sounds.

ERROR CORRECTION

If an error is with a sound that has multiple spelling options, such as /er/, say something similar to
the following example: “Yes, ir does makes the /er/ sound, but in hurt, it is spelled ur. What says
/er/ in hurt?” If an error does not involve a sound with multiple spelling options, tell the student
the letter that makes the sound, such as in the following example: “Or says /or/. What says /or/?”

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TIPS

• An alternative method for introducing a sound with multiple spelling options is telling
students something similar to the following example: “There are three ways to spell /er/.
What is one way to spell /er/? What is another way? What is the third way?”

• Include only the r-controlled sounds that students have learned.

Adapted from Wilson, B. A. (2002). Wilson reading system: Instructor manual. Oxford, MA: Wilson Language Training.

GUIDED PRACTICE: ACTIVITY 4

SUPPORTED SPELLING
ENCODING

Give each student a laminated spelling support card with vowel-r teams on it. Dictate a word.
Have students spell the word by writing its initial and final letters with a dry-erase marker on
either side of the correct vowel-r team.

SPELLING SUPPORT
ar
or
er
ir
ur
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Teacher: SPELLING SUPPORT

Each of you has a spelling support card with the vowel-r teams on it. I will dictate a
word. You will repeat the word and figure out which vowel-r team is used to spell
arthe card. Because the vowel-r is already on the
it. Then, you will write the word on
card, you will add only the beginning and end of the word. Then, you will read
or
the word to yourself to double-check your answer. Because the card can be easily
erased, you can change your answer er if you need to. When your answer is ready,
hold it up and show me.
ir
ur
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I will show you an example, and then we’ll work through one together.

The first word is thorn. The r-controlled sound I hear is /or/, so I write on the or line.
/th/ is the first sound, so I write it at the beginning. The next sound is /or/, which is
already on the card. The last sound is /n/, so I write it at the end.
SPELLING SUPPORT
ar
or
er
ir
ur
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Teacher: SPELLING SUPPORT

I read the word to check myself. Th-or-n, thorn. Now, let’s do a word together. The
word is harsh.
ar
Students: harsh
or
Teacher: Katie, what r-controlled sound do you hear in harsh?
er
Katie: I hear /ar/. ir
Teacher: That’s right. Everyone, to point tour
the vowel-r team that says /ar/ on your card.
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[Students point to ar.]

Teacher: What is the first sound in harsh, Andre?

Andre: /h/

Teacher: Correct, so write the letter that says /h/ at the beginning of the word.

[Students write h before ar.]

SPELLING SUPPORT
ar
or
er
ir
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ur
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Lesson Plans Lesson 5 | 89

Teacher: Andre, what is the next sound in harsh?

Andre: /ar/, but we don’t write that because it’s already there.

Teacher: Good. Katie, what is the last sound in harsh?

Katie: /sh/

Teacher: Write the letters that say /sh/ at the end of the word.

[Students write sh.]

SPELLING SUPPORT
ar
or
er
ir
Check your work by reading the word. When you are finished, hold it up for me.
ur
Once complete, have students erase their marks on the card and prepare for the next dictated
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word. Continue dictating words and providing feedback to students.

ERROR CORRECTION
SPELLING SUPPORT
ar
If a student makes an error, say the word and have the student repeat it, emphasizing enunciation.
or to guide the student to the correct spelling,
Notice the location of the error and use questioning
such as in the following example: “The word is thorn.
er Do you hear a digraph?” For an error with
a sound with multiple spelling options, such as /er/, say something similar to the following
ir
example: “Yes, ir does makes the /er/ sound, but in hurt, it is spelled ur. Please make the correction
on your card.” ur
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Adapted from Florida Center for Reading Research. (2007). 2-3 student center activities: Phonics. Retrieved from http://
www.fcrr.org/scasearch/PDFs/2-3P_017.pdf

INDEPENDENT PRACTICE: ACTIVITY 1

WORD DOMINOES
DECODING

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 church
snort

stork

birch

spur

burn
90 | Lesson 5 Lesson Plans

1. Deal each student six “dominoes,” each with two words on it. Place a starter domino faceup
term

farm
yarn

fort

stir
sir
on the table and the remaining dominoes facedown in a pile.
thirst

spark

smirk

worn
whirl

turn
squirt
torch

clerk
verb

turf
arm

2. The first player says the words on the starter domino and checks his or her dominoes for a
word with the same r-controlled sound.
3. If the student has a domino with the same r-controlled sound, he or she connects it to the

start
thorn
burnt

perch

port

domino on the table and says the connecting words.

girl
4. If the student does not have any words that connect, he or she takes one from the pile. It
is then the next student’s turn.

scorch
shark

term
third

form
corn

5. Continue until a player uses all of his or her dominoes.

Teacher: Let’s play Word Dominoes, which is similar to regular dominoes. A domino is a
card with two words on it. I’ll deal six dominoes to each of you, and I’ll put the
sport
start

shirt
hard
firm

bar

starter domino on the table. When it is your turn, take a domino from your hand
with the same r-controlled sound as a domino on the table. You say both words
WORD DOMINOES as you connect the dominoes. That is the only way to earn points: You must say
the words. If you don’t have a match, draw a domino from the pile. Then, the
next person has a turn. We’ll talk ourselves through this first domino to make sure
everyone understands how the game works, and then you can play on your own.

[Distribute the dominoes and place the starter domino on the table.]

Teacher: Rodolfo, read the words on the starter domino, please.

Rodolfo: Turn and worn.

Teacher: Think about the r-controlled sound in those words. Each of you read the words on
your dominoes to see whether any of them match the r-controlled sound. What
r-controlled sound is in turn, and how is it spelled, Andre?

Andre: /er/, and it’s spelled u-r.

Teacher: That’s right. We know that /er/ can be spelled other ways, too. Remember that you
are matching the sound, not the way it’s spelled.

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 Lesson Plans Lesson 5 | 91

Katie, what is the r-controlled sound in the other word?

© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin

Katie: /or/
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Teacher: Andre, because it’s your turn to play a domino, do you have a domino with a

smart

harsh
card

bird
art
matching r-controlled sound?

irk
bar fir dart north scorn swirl
Andre: I think so. I have a domino that has girl and part. Girl has the same sound as turn,
so I can connect them
church

WORD DOMINOES
snort

stork

birch

spur

burn
storm fern torn horn curl fur
[Andre connects the dominoes.]
term

farm
yarn

fort

stir
sir

smar thorn form fork part park

thirst

spark

smirk

worn
whirl

turn

harp part lurk stern girl pork

squirt
torch

clerk
Teacher: Nice job. Remember to say the words as you connect them.
verb

turf
arm

horn jerk bark curb snarl surf

Andre: Girl, part.

start
thorn
burnt

perch

harp born skirt burst tart curb

port

Continue the game until one student depletes his or her stock of dominoes.
girl

INDEPENDENT PRACTICE: ACTIVITY 2

scorch
shark

term
third

form
corn

WORD WEBS
ENCODING
sport
start

shirt
hard
firm

bar

Have students complete a word web for a specific r-controlled sound. First, write an r-controlled
sound in the middle bubble. Then, have students complete the web by writing a word in each
WORD DOMINOES
of the five smaller bubbles that include that sound. When the webs are complete, have students
read the words to a partner.

Teacher: Let’s complete a word web for r-controlled sounds. The middle bubble shows your
r-controlled sound. The smaller bubbles around the page are blank. Write a word in
each small bubble that contains your r-controlled sound. For example, my sound is
/ar/. Marsh has /ar/, so I write marsh in one of the small bubbles.

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92 | Lesson 5 Lesson Plans

Now, it is your turn. Look at the r-controlled sound on your word web sheet. Think
of five words with that sound and write the words in the smaller bubbles. When
you are done, read the words to your partner.

ADAPTATION

After students read their words to a partner, have students exchange word webs and read another
student’s words.

MONITOR LEARNING

Listen carefully for accurate reading of r-controlled sounds while also checking on previously
taught sounds and concepts. Check written work to gauge students’ understanding of vowel-r
teams as representations of specific r-controlled sounds.

GENERALIZATION

Remind students of the prevalence of r-controlled syllables in language. Tell students to look for
words with vowel-r teams while reading in their classes. Tell student that understanding how the r
controls the vowel sound makes reading those words easier.

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Lesson Plans Lesson 5 | 93

LETTER CARDS LESSON 5 WORD CARDS

R-CONTROLLED VOWELS

ar ar ar ar

charm
barn

burn
er er er er
ir ir ir ir
or or or or

birth

cart
ur ur ur ur

ark First of 6 pages

WORD SORT SPELLING SUPPORT

R-CONTROLLED SYLLABLE CATEGORY CARDS
ar
or
er
ir
ur
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SPELLING SUPPORT
ar
ar
or
er
ir
ur
Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
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First of 3 pages:
All vowel-r combinations included

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94 | Lesson 5 Lesson Plans

WORD DOMINOES WORD WEBS

sport

start
shirt

hard

firm
bar
scorch

shark
term

third
form

corn
start

thorn

burnt
perch
port
girl

squirt

torch
clerk

verb
turf

arm
thirst
spark
smirk
worn

whirl
turn

term
farm

yarn
fort
stir

sir

church

snort
stork
birch
spur
burn

smart
harsh

card
bird

art
irk

Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
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First of 3 pages:
Blank dominoes included

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© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
LESSON 5
R-CONTROLLED SYLLABLES

Lesson 5 Letter Cards

Lesson 5 Word Cards

Guided Practice: Activity 1

Word Sort Category Cards

Guided Practice: Activity 4

Spelling Support Card

Independent Practice: Activity 1

Word Dominoes

Independent Practice: Activity 2

Word Webs Worksheet

Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
 LETTER CARDS
R-CONTROLLED VOWELS

ar ar ar ar
er er er er
ir ir ir ir
or or or or
ur ur ur ur
ark barn

birth burn

cart charm
chart cord

curl far

farm fern
first fork

hard horn

lord march
marsh nor

north perch

scarf shirt
spark spur

start stir

storm surf
tar term

third thirst

verb worn
 WORD SORT
R-CONTROLLED SYLLABLE CATEGORY CARDS

ar

Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
 or

Vocabulary and Comprehension: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Foundation/University of Texas System

er

Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
 ir

Vocabulary and Comprehension: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Foundation/University of Texas System

ur

Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
 SPELLING SUPPORT
ar
or
er
ir
ur
Vocabulary and Comprehension: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Foundation/University of Texas System

SPELLING SUPPORT
ar
or
er
ir
ur
Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
 WORD DOMINOES

sport

start
shirt

hard

firm
bar
scorch

shark
term

third
form

corn
start

thorn

burnt
perch
port
girl

squirt

torch
clerk

verb
turf

arm
thirst
spark
smirk
worn

whirl
turn

term
farm

yarn
fort
stir

sir

church

snort
stork
birch
spur
burn

smart
harsh

card
bird

art
irk

Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
 WORD DOMINOES
swirl

curb
park

pork

surf
fur
scorn

snarl
part

tart
curl

girl
north

burst
stern
horn

curb
fork

skirt
form
dart

torn

bark
lurk
thorn

part

born
fern

jerk
fir

smart
storm

harp

harp
horn
bar

clerk

burp
cart

cork
her

sir
march

dorm

first
arch
blur
lark

Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
 WORD DOMINOES
charm

sworn

chart

chart

bark

for
smart
chirp

third

hurt
car

jar

porch
scarf

turn
pork

stir
jar

burst
cord

sort
fork

nor

art

Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
 WORD WEBS

Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin