{{ summaryTitle }}
{{ summaryValue }}

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Focus {{ resultsReady ? focusMeta.shortLabel : '—' }} Passage {{ resultsReady ? `${result.generated_word_count} words` : '—' }} Review {{ resultsReady ? reviewBadge : '—' }}
The focus sets the sentence bank and the target/review classification rules.
Switch frames to change the topic while keeping the selected phonics progression.
Separate words with commas or line breaks. A count of 0 stays visible in Word analysis.
Keep this list short enough to reflect the group’s actual instruction.
{{ normalizedSentenceCount }} sentences
sentences
Four to ten requested sentences; the result reports the actual available count.
This is a visible meaning-bearing control because it changes the number of available sentences.
{{ normalizedIncludeQuestions ? 'Included' : 'Not included' }}
Turn off for a passage-only fluency handout.
A short custom heading for the printable page.
Examples: Name, Reader, Group, or Fluency partner.
Leave blank for the bank’s teaching order, or enter a class/date label for a repeatable variant.

{{ result.passage_title }}

{{ focusMeta.label }} · {{ frameMeta.label }} · {{ result.generated_word_count }} words

{{ displayReaderLabel }}: ____________________Date: __________

{{ paragraph }}

Word bank

{{ result.word_bank.join(', ') }}

Think and answer

  1. {{ question }}

The chart renderer is unavailable. The same category counts remain available in Word analysis and exports.

WordCountCategoryTeaching noteCopy
{{ row.word }}{{ row.count }}{{ row.category }}{{ row.note }}
SectionTeacher noteCopy
{{ row.section }}{{ row.note }}
Phonics Worksheet Generator Create phonics worksheets from your word list with targeted activities and reproducible prompt order plus answer keys and sound-coverage checks.
CVC Word Practice Sheet Generator Create printable CVC word practice sheets with activity and word-family choices plus spelling-pattern review, teacher notes and answer keys.
Sight Word Practice Sheet Generator Create sight-word practice sheets from classroom lists with repeatable activities, teacher review cues, and local TXT or CSV import.
Cloze Worksheet Generator Turn a passage into a cloze worksheet with targeted or rule-based blanks, reproducible word banks and density checks, plus an answer key.

Beginning readers need connected text that lets them apply sound-spelling patterns they have already learned. A decodable passage concentrates those patterns while limiting unfamiliar spellings, so students can practise blending words instead of relying mainly on pictures, sentence guessing, or memorized phrases.

Decodability is always relative to instruction. The word ship may be suitable after a student has learned sh, yet premature for a student still working with simple consonant-vowel-consonant words. Common words such as the or was may also appear when they have been taught as high-frequency words, even though their spellings do not fit the current phonics focus.

QualityWhat it asksWhy it matters
DecodabilityDo the spellings match patterns the student knows?Supports accurate word reading and blending practice.
MeaningDo the sentences form a coherent idea the student can discuss?Reading should still build language and comprehension.
Instructional fitAre the length, vocabulary, and review demands right for this group?A passage can be decodable yet still be too long, too easy, or conceptually confusing.

A coverage percentage can summarize how many running words fall within the current focus, an earlier review pattern, or the teacher's allowed high-frequency list. It is not a universal quality score. Adding many words to the allowed list raises coverage without making those words easier for a student who has not learned them.

Short passages work best as part of instruction: preview a small number of necessary words, listen to the first reading for decoding, give immediate feedback, and use a reread for phrasing and understanding. Word analysis should guide that preparation rather than replace observation of the student reading aloud.

How to Use This Tool:

Match the passage to what students have already been taught, then use the coverage review to catch words that need previewing.

  1. Choose the Phonics focus that matches current instruction and select a Passage frame suitable for the reading activity.
  2. Enter a short list of Teacher target words and only the high-frequency words the group already recognizes. Target words are checked against the passage; they do not force new sentences into it.
  3. Set a requested length from 4 to 10 sentences and choose the support level. Tight caps the result at 6 sentences, standard at 8, and stretch removes that support cap; the current controlled banks contain 8 sentences each.
  4. Include follow-up questions when the passage will support literal recall, phonics search, or retelling. A version seed can create a repeatable sentence order for the same focus, frame, and support settings.
  5. Read the passage, coverage profile, and word analysis before assigning it. Preview every word marked Teacher review or revise the allowed list to match actual prior teaching.

Interpreting Results:

Running-word coverage is the share of all word occurrences classified as target pattern, review decodable, or allowed high-frequency. Repeated words count each time they appear. The word analysis also reports distinct words, which is more useful for deciding what to preview.

  • Target pattern words match the selected focus or its controlled target list.
  • Review decodable words match an earlier or adjacent pattern for that focus.
  • Allowed high-frequency words count as covered because the teacher explicitly listed them as already taught.
  • Teacher review words fall outside those three groups and need a decision before the passage is used.

Treat a high percentage as a screening cue, not proof of suitability. Check the actual flagged words, the student's knowledge, sentence meaning, and passage length.

Technical Details:

Passages come from controlled sentence banks organized by phonics focus and topic frame. The available focuses move from short-vowel consonant-vowel-consonant words through blends, digraphs, silent e, vowel teams, r-controlled vowels, and selected diphthongs. The generator selects whole sentences; it does not synthesize arbitrary prose from the teacher's word list.

Transformation Core:

  1. Select the sentence bank for the chosen phonics focus and passage frame.
  2. Keep the bank's teaching order when the version seed is blank, or apply a deterministic seeded shuffle when a seed is present.
  3. Take the smaller of the requested sentence count, the support-level cap, and the number of available sentences.
  4. Normalize passage words to lowercase letter sequences with internal apostrophes, count each occurrence, and classify each distinct word.
  5. Build the passage, word bank, optional questions, coverage counts, word analysis, and teacher notes from the same selected sentences.

Formula Core:

Coverage includes the first three categories and excludes only running words assigned to teacher review.

Pcoverage = round ( Ntarget+Nreview+Nallowed Nall running words ×100)

If 54 of 60 running words fall in the three covered categories, the displayed coverage is 90%. Category shares in the coverage profile retain one decimal place, while the headline coverage is rounded to a whole percent.

Rule Core:

PriorityTestCategory
1The normalized word is in the teacher's allowed high-frequency list.Allowed high-frequency
2The word is in the focus target list or matches the focus spelling pattern.Target pattern
3The word is in the review list or matches an earlier or adjacent pattern.Review decodable
4No earlier rule matches.Teacher review

Teacher target words are annotations, not generation constraints. A target that appears receives a target note in word analysis; a target absent from the chosen sentences remains visible with count 0. The student word bank contains up to 18 occurring target-pattern words. When questions are enabled, the passage receives three prompts and the teacher notes receive matching answer guidance.

Limitations and Privacy Notes:

The passage and analysis are generated locally from fixed sentence banks. Entered names, target words, and class labels are not sent to a passage-generation service.

  • Pattern matching is a spelling heuristic. English pronunciation, morphology, names, and dialect can make a word easier or harder than its written pattern suggests.
  • The coverage percentage reflects the entered allowed list. It does not measure reading accuracy, fluency, comprehension, or instructional mastery.
  • Each focus-and-frame bank contains a limited set of sentences, so the generated count can be lower than the requested count.
  • Review the text for the individual learner, local curriculum, age appropriateness, and meaning before classroom use.

References: