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{{ paragraph }}
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| Word | Count | Category | Teaching note | Copy |
|---|---|---|---|---|
| {{ row.word }} | {{ row.count }} | {{ row.category }} | {{ row.note }} |
| Section | Teacher note | Copy |
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Decodable passages give early readers connected text that mostly uses sound-spelling patterns they have already learned. The goal is not to make every word simple. The goal is to reduce guessing, give students a fair chance to blend unfamiliar words, and keep attention on the phonics pattern being taught.
A useful decodable text depends on scope and sequence. Short a CVC words, mixed CVC review, consonant blends, digraphs, silent e, vowel teams, r-controlled vowels, and diphthongs usually appear in an intentional order because each new pattern asks students to coordinate print, sound, and meaning in a slightly different way. High-frequency words also need careful handling: some are fully decodable with current skills, while others act as taught exceptions for a lesson.
Connected text matters because students need to practice decoding in sentences, not only in isolated word lists. A passage also adds fluency, punctuation, vocabulary, and comprehension demands. That is why a short passage may still need teacher review even when the focus pattern looks right: a single untaught word can shift a student from decoding to guessing.
Decodability is best read as a lesson-planning check, not a reading-level score. A passage with many target-pattern words may still be too hard if the topic, sentence length, or exception words are unfamiliar. A passage with a few review words may still be useful when those words were intentionally taught and previewed.
Start with the phonics pattern students are practicing, then shape the passage around a classroom-safe frame and a short list of teacher-priority words. The generated passage, coverage chart, word analysis, teacher notes, and exportable data update from the same settings.
The summary percentage reports running-word coverage. Words count as covered when they match the selected target pattern, an earlier review pattern, or the allowed high-frequency list. Words outside those groups become teacher-review words, even if they are ordinary classroom words.
Student Passage is a draft handout with a title, name line, passage paragraphs, word bank, and optional comprehension questions. Word Analysis explains each word's count, category, and teaching note. Teacher Notes turns the analysis into before-reading cues, during-reading prompts, answer-key text, and rereading guidance.
| Category | Meaning | Teacher action |
|---|---|---|
| Target pattern | The word matches the selected phonics focus or appears in the focus word list. | Use these words for the student word bank and first-read decoding practice. |
| Review decodable | The word fits an earlier or adjacent pattern for that focus. | Preview only if the group has not mastered the review pattern. |
| Allowed high-frequency | The word is treated as already taught because it appears in the allowed list. | Confirm the class has practiced it before using the passage independently. |
| Teacher review | The word is outside the selected pattern, review bank, and allowed list. | Replace, preview, or accept it deliberately as a teacher-supported word. |
Decodable passage review begins with word classification. The passage is tokenized into lowercase words, then each word is compared with the target-pattern list, focus pattern rule, review word bank, review pattern rules, and allowed high-frequency list. The categories are ordered so that teacher-listed high-frequency words are not counted as leaks.
The passage generator uses controlled sentence banks by focus and frame. Sentence count and support level determine how many sentences are selected, while the version seed keeps the order repeatable. That repeatability is useful when a teacher wants a second copy, a small-group retest, or a printable handout that matches the previous review notes.
The coverage percentage uses running words, not distinct words. A repeated out-of-scope word can lower the percentage more than a single rare word because the student has to process it more than once.
| Priority | Rule | Output category |
|---|---|---|
| 1 | Word appears in the allowed high-frequency list. | Allowed high-frequency |
| 2 | Word appears in the focus list or matches the focus pattern. | Target pattern |
| 3 | Word appears in the review bank or matches a review pattern for the selected focus. | Review decodable |
| 4 | No earlier rule matches. | Teacher review |
For a digraph passage, a word such as ship is counted as a target-pattern word because it contains sh. A word such as cat can count as review decodable because CVC words are included as earlier review. A word such as the counts as allowed high-frequency only when it appears in the allowed list. A word such as teacher would be flagged for teacher review unless it is intentionally added as an allowed word.
The passage is a draft, not a substitute for teacher judgment or a school-adopted scope and sequence. Review the topic, sentence flow, high-frequency words, and comprehension prompts before using it with students. Some learners need additional oral language, vocabulary, handwriting, or fluency support beyond the phonics pattern.
The passage text and exports are generated in the browser from the selected settings. Avoid entering student names or private assessment notes into title, seed, or reader-label fields when you plan to share exports.
Small-group digraph practice. Choose Digraphs sh/ch/th/ck, use a pet or classroom frame, keep follow-up questions on, and list only high-frequency words the group already knows. The word analysis should show target words such as ship, shop, chop, or duck.
Silent e reread. Choose Silent e, set support to stretch reread, and use a seed such as a group name to preserve the same version. Review any teacher-review words before assigning the passage for fluency practice.
High-frequency adjustment. If said appears in the passage but has not been introduced, remove it from the allowed list or preview it as a teacher-supported word. The coverage percentage should reflect the change.
No. The percentage only checks coverage against the selected pattern, review bank, and allowed high-frequency list. It does not measure background knowledge, vocabulary, attention, fluency, or comprehension readiness.
Common words are not automatically safe for a decodable lesson. If a word is outside the current phonics pattern and not in the allowed high-frequency list, it is flagged so the teacher can decide whether to preview, replace, or accept it.
No. It creates controlled passage drafts for review. A complete program still needs systematic instruction, assessment, oral reading, vocabulary, comprehension, and writing practice.