Fluency Builder List

Also called the “Student Reading Wall” - A 4-step learning process

LESSON 10A for achieving dramatic advancement in word recognition and student reading ability. ay – long a

bay payroll delay display relay halfway Mayflower

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

bay Mayflower “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

payroll halfway 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

display relay
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

relay display 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

halfway delay 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

Mayflower payroll 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

delay bay 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

di Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 10B for achieving dramatic advancement in word recognition and student reading ability. ai – ee - ea

brain plain kneecap teasing repeal wealthy threaten

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

brain threaten “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

plain wealthy 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

kneecap repeal
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

teasing teasing 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

repeal kneecap 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

wealthy plain 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

threaten brain 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List long vowel
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 10C for achieving dramatic advancement in word recognition and student reading ability. mix

loan grown proceed volunteer frontier keen retreat

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

loan retreat “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

grown keen 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

proceed frontier
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

volunteer volunteer 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

frontier proceed 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

keen grown 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

retreat loan 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 10D for achieving dramatic advancement in word recognition and student reading ability. al sound

mall eyeball hallway swallow stall altogether although

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

mall although “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

eyeball altogether 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

hallway stall
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

swallow swallow 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

stall hallway 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

altogether eyeball 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

although mall 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 11A for achieving dramatic advancement in word recognition and student reading ability. l - sound

fumble pebble horrible trail normal individual capital

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

fumble capital “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

pebble individual 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

horrible normal
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

trail trail 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

normal horrible 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

individual pebble 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

capital fumble 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 11B for achieving dramatic advancement in word recognition and student reading ability. Final-e Rule

gale rescue type describe excite device judge

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

gale judge “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

rescue device 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

type excite
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

describe describe 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

excite type 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

device rescue 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

judge gale 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 11C for achieving dramatic advancement in word recognition and student reading ability.

defend fatal bakery previous odor labor equator

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

defend equator “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

fatal labor 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

bakery odor
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

previous previous 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

odor bakery 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

labor fatal 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

equator defend 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 11D for achieving dramatic advancement in word recognition and student reading ability.

kidney mattress understood contact import export critical

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in
the left column. Short vowels are red – long vowels blue
and other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some
lists you may see the last word in bold type. This is
because the word is important to learn but typically takes
longer to memorize due to spelling or phonics
irregularities. If your student shows unusual difficulty
with the word, you can skip it and practice it at a later
time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

kidneys critical “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

mattress export 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

understood import
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

contact contact 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

import understood 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

export mattress 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

critical kidneys 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 12A for achieving dramatic advancement in word recognition and student reading ability.

scientist divorce cancer pesticide rice spice circular

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

scientist circular “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

divorce spice 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

cancer rice
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

pesticide pesticide 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

rice cancer 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

spice divorce 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

circular scientist 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 12B for achieving dramatic advancement in word recognition and student reading ability.

location fiction information population conversation condition decision

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

location decision “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

fiction condition 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0
3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

information conversation 3.3 3.3

3.4 3.4
3.3 3.3
3.4 3.4
3.3 3.3
3.4 3.4
3.3 3.3
3.4 3.4
3.3 3.3
3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6

population population 3.7 3.7

3.8 3.8
3.9 3.9
3.7 3.7
3.8 3.8
3.9 3.9
3.7 3.7
3.8 3.8
3.9 3.9
3.7 3.7
3.8 3.8
3.9 3.9
3.7 3.7
3.8 3.8
3.9 3.9
4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

conversation information 4.2 4.2

4.3 4.3
4.2 4.2
4.3 4.3
4.2 4.2
4.3 4.3
4.2 4.2
4.3 4.3
4.2 4.2
4.3 4.3
4.4 4.4 4.4 4.4 4.4 4.4 4.4 4.4 4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5

condition fiction 4.6 4.6

4.7 4.7
4.6 4.6
4.7 4.7
4.6 4.6
4.7 4.7
4.6 4.6
4.7 4.7
4.6 4.6
4.7 4.7
4.8 4.8 4.8 4.8 4.8 4.8 4.8 4.8 4.8 4.8
4.9 4.9 4.9 4.9 4.9 4.9 4.9 4.9 4.9 4.9

decision location 5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
7 7 7 7 7 7 7 7 7 7
10+ 10+ 10+ 10+ 10+ 10+ 10+ 10+ 10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 12C for achieving dramatic advancement in word recognition and student reading ability.

organ organized ignore boredom forecast orchestra worse

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

organ worse “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

organized orchestra 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

ignore forecast
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

boredom boredom 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

forecast ignore 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

orchestra organized 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

worse organ 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 12D for achieving dramatic advancement in word recognition and student reading ability.

regular bachelor senator horror elevator interior exterior

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

regular exterior “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

bachelor interior 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

senator elevator
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

horror horror 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

elevator senator 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

interior bachelor 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

exterior regular 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 13A for achieving dramatic advancement in word recognition and student reading ability.

chart partner tardy depart barbecue hardware parallel

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

chart parallel “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

partner hardware 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

tardy barbecue
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

depart depart 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

barbecue tardy 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

hardware partner 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

parallel chart 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 13B for achieving dramatic advancement in word recognition and student reading ability.

mercy wonder wander jury firm internal external

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

mercy external “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

wonder internal 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

wander firm
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

jury jury 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

firm wander 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

internal wonder 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

external mercy 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List or middle
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 13C for achieving dramatic advancement in word recognition and student reading ability. or ending

tornado historic support visitor governor divisor janitor

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

tornado janitor “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

historic divisor 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

support governor
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

visitor visitor 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

governor support 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

divisor historic 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

janitor tornado 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List short vowel
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 13D for achieving dramatic advancement in word recognition and student reading ability. mix

comet gravity guilty mass discovery conflict friendship

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

comet friendship “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

gravity conflict 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

guilty discovery
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

mass mass 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

discovery guilty 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

conflict gravity 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

friendship comet 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List short o
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 14A for achieving dramatic advancement in word recognition and student reading ability. au - aw

proper cause automatic automobile awkward withdraw lawyer

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

proper lawyer “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

cause withdraw 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

automatic awkward
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

automobile automobile 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

awkward automatic 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

withdraw cause 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

lawyer proper 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 14B for achieving dramatic advancement in word recognition and student reading ability. ou sound

ounce outline discount outgoing housing proud tour

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

ounce tour “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

outline proud 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

discount housing
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

outgoing outgoing 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

housing discount 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

proud outline 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

tour ounce 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 14C for achieving dramatic advancement in word recognition and student reading ability. oi - oy

moist moisture foil disappointed avoid royal employ

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

moist employ “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

moisture royal 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0
3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

foil avoid 3.3 3.3

3.4 3.4
3.3 3.3
3.4 3.4
3.3 3.3
3.4 3.4
3.3 3.3
3.4 3.4
3.3 3.3
3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6

disappointed disappointed 3.7 3.7

3.8 3.8
3.9 3.9
3.7 3.7
3.8 3.8
3.9 3.9
3.7 3.7
3.8 3.8
3.9 3.9
3.7 3.7
3.8 3.8
3.9 3.9
3.7 3.7
3.8 3.8
3.9 3.9
4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

avoid foil 4.2 4.2

4.3 4.3
4.2 4.2
4.3 4.3
4.2 4.2
4.3 4.3
4.2 4.2
4.3 4.3
4.2 4.2
4.3 4.3
4.4 4.4 4.4 4.4 4.4 4.4 4.4 4.4 4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5

royal moisture 4.6 4.6

4.7 4.7
4.6 4.6
4.7 4.7
4.6 4.6
4.7 4.7
4.6 4.6
4.7 4.7
4.6 4.6
4.7 4.7
4.8 4.8 4.8 4.8 4.8 4.8 4.8 4.8 4.8 4.8
4.9 4.9 4.9 4.9 4.9 4.9 4.9 4.9 4.9 4.9

employ moist 5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
7 7 7 7 7 7 7 7 7 7
10+ 10+ 10+ 10+ 10+ 10+ 10+ 10+ 10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 14D for achieving dramatic advancement in word recognition and student reading ability.

proof shampoo toothbrush toothpaste crew chew cruel

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

proof cruel “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

shampoo chew 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

toothbrush crew
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

toothpaste toothpaste 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

crew toothbrush 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

chew shampoo 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

cruel proof 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 15A for achieving dramatic advancement in word recognition and student reading ability.

unfair unsure uneven unknown unbelievable unless unnecessary

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

unfair unnecessary “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

unsure unless 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0
3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

uneven unbelievable 3.3 3.3

3.4 3.4
3.3 3.3
3.4 3.4
3.3 3.3
3.4 3.4
3.3 3.3
3.4 3.4
3.3 3.3
3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6

unknown unknown 3.7 3.7

3.8 3.8
3.9 3.9
3.7 3.7
3.8 3.8
3.9 3.9
3.7 3.7
3.8 3.8
3.9 3.9
3.7 3.7
3.8 3.8
3.9 3.9
3.7 3.7
3.8 3.8
3.9 3.9
4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

unbelievable uneven 4.2 4.2

4.3 4.3
4.2 4.2
4.3 4.3
4.2 4.2
4.3 4.3
4.2 4.2
4.3 4.3
4.2 4.2
4.3 4.3
4.4 4.4 4.4 4.4 4.4 4.4 4.4 4.4 4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5

unless unsure 4.6 4.6

4.7 4.7
4.6 4.6
4.7 4.7
4.6 4.6
4.7 4.7
4.6 4.6
4.7 4.7
4.6 4.6
4.7 4.7
4.8 4.8 4.8 4.8 4.8 4.8 4.8 4.8 4.8 4.8
4.9 4.9 4.9 4.9 4.9 4.9 4.9 4.9 4.9 4.9

unnecessary unfair 5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
7 7 7 7 7 7 7 7 7 7
10+ 10+ 10+ 10+ 10+ 10+ 10+ 10+ 10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 15B for achieving dramatic advancement in word recognition and student reading ability.

dishonest disrespect disagree discontinue disbelief discourage disaster

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

dishonest disaster “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

disrespect discourage 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0
3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

disagree disbelief 3.3 3.3

3.4 3.4
3.3 3.3
3.4 3.4
3.3 3.3
3.4 3.4
3.3 3.3
3.4 3.4
3.3 3.3
3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6

discontinue discontinue 3.7 3.7

3.8 3.8
3.9 3.9
3.7 3.7
3.8 3.8
3.9 3.9
3.7 3.7
3.8 3.8
3.9 3.9
3.7 3.7
3.8 3.8
3.9 3.9
3.7 3.7
3.8 3.8
3.9 3.9
4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

disbelief disagree 4.2 4.2

4.3 4.3
4.2 4.2
4.3 4.3
4.2 4.2
4.3 4.3
4.2 4.2
4.3 4.3
4.2 4.2
4.3 4.3
4.4 4.4 4.4 4.4 4.4 4.4 4.4 4.4 4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5

discourage disrespect 4.6 4.6

4.7 4.7
4.6 4.6
4.7 4.7
4.6 4.6
4.7 4.7
4.6 4.6
4.7 4.7
4.6 4.6
4.7 4.7
4.8 4.8 4.8 4.8 4.8 4.8 4.8 4.8 4.8 4.8
4.9 4.9 4.9 4.9 4.9 4.9 4.9 4.9 4.9 4.9

disaster dishonest 5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
7 7 7 7 7 7 7 7 7 7
10+ 10+ 10+ 10+ 10+ 10+ 10+ 10+ 10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List ex sound
short e
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 15C for achieving dramatic advancement in word recognition and student reading ability. short i

excitement explanation expensive exceptional except exist exact

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

excitement exact “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

explanation exist 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

expensive except
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

exceptional exceptional 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

except expensive 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

exist explanation 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

exact excitement 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List co
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 15D for achieving dramatic advancement in word recognition and student reading ability. short u

connect confuse confusing contribute convince confess contract

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

connect contract “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

confuse confess 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

confusing convince
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

contribute contribute 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

convince confusing 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

confess confuse 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

contract connect 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List tion
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 16A for achieving dramatic advancement in word recognition and student reading ability. says shun

nation national station instruction combination selection description

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

nation description “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

national selection 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0
3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

station combination 3.3 3.3

3.4 3.4
3.3 3.3
3.4 3.4
3.3 3.3
3.4 3.4
3.3 3.3
3.4 3.4
3.3 3.3
3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6

instruction instruction 3.7 3.7

3.8 3.8
3.9 3.9
3.7 3.7
3.8 3.8
3.9 3.9
3.7 3.7
3.8 3.8
3.9 3.9
3.7 3.7
3.8 3.8
3.9 3.9
3.7 3.7
3.8 3.8
3.9 3.9
4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

combination station 4.2 4.2

4.3 4.3
4.2 4.2
4.3 4.3
4.2 4.2
4.3 4.3
4.2 4.2
4.3 4.3
4.2 4.2
4.3 4.3
4.4 4.4 4.4 4.4 4.4 4.4 4.4 4.4 4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5

selection national 4.6 4.6

4.7 4.7
4.6 4.6
4.7 4.7
4.6 4.6
4.7 4.7
4.6 4.6
4.7 4.7
4.6 4.6
4.7 4.7
4.8 4.8 4.8 4.8 4.8 4.8 4.8 4.8 4.8 4.8
4.9 4.9 4.9 4.9 4.9 4.9 4.9 4.9 4.9 4.9

description nation 5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
5
6
7 7 7 7 7 7 7 7 7 7
10+ 10+ 10+ 10+ 10+ 10+ 10+ 10+ 10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List sion says
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 16B for achieving dramatic advancement in word recognition and student reading ability. shun

discussion confusion erosion conclusion explosion compassion tension

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

discussion tension “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

confusion compassion 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

erosion explosion
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

conclusion conclusion 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

explosion erosion 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

compassion confusion 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

tension discussion 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 16C for achieving dramatic advancement in word recognition and student reading ability. ful ending

fearful skillful successful peaceful meaningful merciful plentiful

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

fearful plentiful “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

skillful merciful 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

successful meaningful
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

peaceful peaceful 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

meaningful successful 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

merciful skillful 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

plentiful fearful 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List able says
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 16D for achieving dramatic advancement in word recognition and student reading ability. uh-ble

available dependable understandable pleasurable profitable desirable reasonable

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time
“L” is for recording time for saying left column words
available reasonable “R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

dependable desirable 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3

understandable profitable 3.4 3.4

3.5 3.5
3.4 3.4
3.5 3.5
3.4 3.4
3.5 3.5
3.4 3.4
3.5 3.5
3.4 3.4
3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7
3.8 3.8 3.8 3.8 3.8 3.8 3.8 3.8 3.8 3.8

pleasurable pleasurable 3.9 3.9

4.0 4.0
3.9 3.9
4.0 4.0
3.9 3.9
4.0 4.0
3.9 3.9
4.0 4.0
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1
4.2 4.2 4.2 4.2 4.2 4.2 4.2 4.2 4.2 4.2

profitable understandable 4.3 4.3

4.4 4.4
4.3 4.3
4.4 4.4
4.3 4.3
4.4 4.4
4.3 4.3
4.4 4.4
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6
4.7 4.7 4.7 4.7 4.7 4.7 4.7 4.7 4.7 4.7

desirable dependable 4.8 4.8

4.9 4.9
4.8 4.8
4.9 4.9
4.8 4.8
4.9 4.9
4.8 4.8
4.9 4.9
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5
6 6 6 6 6 6 6 6 6 6
7 7 7 7 7 7 7 7 7 7
reasonable available 10+ 10+ 10+ 10+ 10+ 10+ 10+ 10+ 10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 17A for achieving dramatic advancement in word recognition and student reading ability. le ending

tumble vehicle capable motorcycle tricycle flexible cattle

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

tumble cattle “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

vehicle flexible 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

capable tricycle
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

motorcycle motorcycle 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

tricycle capable 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

flexible vehicle 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

cattle tumble 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 17B for achieving dramatic advancement in word recognition and student reading ability. al ending

natural capital rental vertical horizontal accidental material

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

natural material “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

capital accidental 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

rental horizontal
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

vertical vertical 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

horizontal rental 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

accidental capital 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

material natural 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List est ending says
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 17C for achieving dramatic advancement in word recognition and student reading ability. ist (short i)

freshest tiniest busiest prettiest roughest straightest wealthiest

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

freshest wealthiest “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

tiniest straightest 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

busiest roughest
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

prettiest prettiest 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

roughest busiest 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

straightest tiniest 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

wealthiest freshest 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List less ending
ness ending
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 17D for achieving dramatic advancement in word recognition and student reading ability. short i sound

restless endless worthless usefulness wilderness boldness witness

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

restless witness “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

endless boldness 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

worthless wilderness
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

usefulness usefulness 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

wilderness worthless 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

boldness endless 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

witness restless 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 When words end in
Fluency Builder List gy ly ry ty & wy
the y has the
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 18A for achieving dramatic advancement in word recognition and student reading ability. long e sound

foggy curly injury priority shaggy snowy simply

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video

STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

foggy simply “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

curly snowy 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

injury shaggy
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

priority priority 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

shaggy injury 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

snowy curly 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

simply foggy 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 When words end in
Fluency Builder List gy ly ry ty & wy
the y has the
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 18B for achieving dramatic advancement in word recognition and student reading ability. long e sound

usually activity grumpy instantly memory diary poverty

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video

STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

usually poverty “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

activity diary 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

grumpy memory
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

instantly instantly 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

memory grumpy 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

diary activity 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

poverty usually 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 When words end in
Fluency Builder List gy ly ry ty & wy
the y has the
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 18C for achieving dramatic advancement in word recognition and student reading ability. long e sound

delivery deputy barely previously practically temporary reply

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video

STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

delivery reply “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

deputy temporary 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

barely practically
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

previously previously 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

practically barely 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

temporary deputy 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

reply delivery 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2

 Fluency Builder List fy ending
Also called the “Student Reading Wall” - A 4-step learning process
LESSON 18D for achieving dramatic advancement in word recognition and student reading ability. y has long i sound

satisfy magnify amplify simplify ratify modify stuffy

DIRECTIONS FOR STUDENT FLUENCY BUILDER – More details and video at www.tampareads.com/video
STEP 1 - TEACH THE VOWEL SOUND
Begin by discussing the colored sound in each word in the
left column. Short vowels are red – long vowels blue and
other sounds are green. If you need to review the
sounds, listen to the audio file #15A at ReadingKEY.com
STEP 2 - STOP AT THE VOWEL SOUND
Next, have your student say the sounds made by the
letters up to and including the color-coded vowel sound.
STEP 3 - READ EACH WORD SLOWLY
The 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. In some lists
you may see the last word in bold type. This is because
the word is important to learn but typically takes longer to
memorize due to spelling or phonics irregularities. If your
student shows unusual difficulty with the word, you can
skip it and practice it at a later time.
STEP 4 – FLUENCY PRACTICE – TIMED READING
Get out the stopwatch or watch timer from our web site and “time” how fast your
student can say the list words in the left column. Tell your student that when
they say the first word you will then start timing (Do not say “On your Mark, Get
Set Go”). When your student can read the left column words with no errors,
allow your student to place an “X” in the box corresponding to the time it took to
say the list words. When a mastery time of 3-4 seconds is reached (most
students can do this within 4-7 attempts), have your student read the words in
the right column. However, for the right column words, just have your student
read the words once and then start 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 strategy. When a mastery time of 3-4 seconds is reached for the
right column words (try for 3 seconds), you can congratulate your student and
move to the next word lesson. NOTE: It is the short term repetition of the list
words using this sequential process that enables the dramatic increase in
learning rate for the words. Before beginning a new set of list words on any
day, always review 5-10 of the previous word lists by having the student read
the horizontal row of words at the top of each list. If hesitations occur - then re-
practice the timed section. The five “L” and “R” sections below can be used for
recording 5 different students or use for recording one student on different
days. Times faster than 3 seconds can be written above the red line.

Fluency Time Chart

Student puts “X” in box corresponding to stopwatch time

satisfy stuffy “L” is for recording time for saying left column words
“R” is for recording time for saying right column words
GOAL IS TO REACH RED LINE (or close to it)
Can be used with up to five students
L R L R L R L R L R

magnify modify 3.0 3.0

3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.0 3.0
3.1 3.1
3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2 3.2

amplify ratify
3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3 3.3
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5
3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6 3.6
3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7 3.7

simplify simplify 3.8 3.8

3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
3.8 3.8
3.9 3.9
4.0 4.0
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.1

ratify amplify 4.2 4.2

4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.2 4.2
4.3 4.3
4.4 4.4
4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5 4.5
4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6 4.6

modify magnify 4.7 4.7

4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
4.7 4.7
4.8 4.8
4.9 4.9
5 5 5 5 5 5 5 5 5 5

stuffy satisfy 6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+
6
7
6
7
10+ 10+

Initials

Copyright © 2009 ReadingKey Inc. – Materials available at ReadingKEY.com - LEVEL 4-2