Glued

Sounds and
Decodable
Text
Activities

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 Suggestions on How to Use the
Word Lists and Sentences

Word Lists: These lists are great for students to practice decoding words
with the same phonics skill. You can put the lists on colored paper and
laminate them to be used during centers. Students can practice the word lists
with a partner or individually.

Sentence Practice: After students have practiced reading the decodable word
lists students can highlight the words with the targeted phonics skill. Students
can practice reading the words with in isolation. After practicing the words in
isolation they can practice reading the entire sentences.

There are two options for sentence practice. One sheet has ten sentences
for students to practice. The other sheet only has five sentences. You could
use the two sheets to differentiate the activity. Students who struggle to
decode words could focus on reading five sentences instead of ten.

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-an -am
tan ham
van Sam
fan jam
pan yam
can ram
Jan
Dan
ran

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 How to Use The Reading Passages
Decodable passages are an important part of helping students learn to decode
words. They should be used as you are teaching or re-teaching specific phonics skills. Decodable
passages are a great way for students to apply what they have learned in their phonics
instruction. These decodable passages should be read more than once. I have shared some
ways you can use the passages in your classroom.

Day 1:
1- Start by orthographically mapping the sight words that students cannot decode. You do this by
having students listen to the word without seeing it first. You ask them what sounds they hear in
that word. Spell the word on the board or chart paper as students sound it out. Then show
students the correct way to spell the word. Talk about the sounds in the word. Discuss which
sounds make their typical sounds and which sounds are not the same.
2- Have students look through the passage to find the targeted phonics skill words without
reading the passage. Students will highlight the words as you find them together. Go back and
read the highlighted words only. Then read through the passage.

Day 2:
1- Give students a clean copy of the text. Have them read the entire passage without the words
highlighted. Students should practice reading the text multiple times so they can practice their
fluency and get quicker at decoding the words.

You could give students two decodable passages a week. Here is an example of a weekly
schedule:
Monday: Read one passage and answer the comprehension questions
Tuesday: Reread the passage
Wednesday: Read a second passage and answer the comprehension questions
Thursday: Reread a second passage
Friday: Have students practice both passages from the week.

These passages would be great to put in a fluency binder for students to keep practicing
throughout the year. They could also take them home and read them to their families.

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Name____________________________ Date________________

-am/ -an Sentence Practice

Read the sentences and highlight the words with the glued
sounds –am and -an.

1. Dan and Sam can tan.

2. The ram had jam by the van.
3. I can get Sam to the van.
4. Jan and Dan ran to Sam with a ham.
5. The yams were in the tan pan.
6. The ham was in the pan.
7. Dan had to jam the fan in the van.
8. Pam had a plan and ran to Dan.
9. They had a pan of jam.
10. We can see the tan yam.
Write 6 Words with short A on the Lines Below.

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 -am /-an Sentence Practice
Read the sentences and highlight the words with the glued
sounds –am and -an.

1. The ham was in the pan.

2. Dan had to jam the fan in the van.
3. Pam had a plan and ran to Dan.
4. They had a pan of jam.
5. We can see the tan yam.
©All About Elementary

-am /-an Sentence Practice

Read the sentences and highlight the words with the glued
sounds –am and -an.

1. The ham was in the pan.

2. Dan had to jam the fan in the van.
3. Pam had a plan and ran to Dan.
4. They had a pan of jam.
5. We can see the tan yam.
©All About Elementary
 Pam and Jan
Pam and Jan got Sam to get the fan.
It was hot but Sam ran to the fan. The fan
was tan.
Sam can not get the fan. He was in a
jam. Pam had a plan to get the fan. Pam got
Jan and a van. Then she ran to the fan.

1. Who did Pam and Jan get to get the fan?

2. What color was the fan?

3. Who had a plan to get the fan?

4. What did Pam and Jam use to get the fan?

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 Pam and Jan
Pam and Jan got Sam to get the fan.
It was hot but Sam ran to the fan. The fan
was tan.
Sam can not get the fan. He was in a
jam. Pam had a plan to get the fan. Pam got
Jan and a van. Then she ran to the fan.
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Pam and Jan

Pam and Jan got Sam to get the fan.
It was hot but Sam ran to the fan. The fan
was tan.
Sam can not get the fan. He was in a
jam. Pam had a plan to get the fan. Pam got
Jan and a van. Then she ran to the fan.
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©All About Elementary
 Name___________________________ Date______________

Unscramble the Sentence

Read the sentence below. Cut the words in the sentence apart and scramble
the words. Put the words back in order and glue it in the box below. Then write the
sentence on the line below.

---------------------------------------------------
Sam ran to the tan van.
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 -am/ -an Words

Pam ran tan fan

Sam ram jam Dan

zam Jan ham Cam

van yam pan tam

plan gram Stan Fran

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 -am/ -an Words

Pam ran tan fan

Sam ram jam Dan

zam Jan ham Cam

van yam pan tam

plan gram Stan Fran

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Student’s Name_____________________ Date___________

-am/ -an Words

Pam ran tan fan

Sam ram jam Dan

zam Jan ham Cam

van yam pan tam

plan gram Stan Fran

_______/20
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words correct
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