{{ focusMeta.label }} · {{ frameMeta.label }} · {{ generatedWordCount }} words
{{ paragraph }}
{{ wordBankRows.map((row) => row.word).join(', ') }}
| Word | Count | Category | Teaching note | Copy |
|---|---|---|---|---|
| {{ row.word }} | {{ row.count }} | {{ row.category }} | {{ row.note }} |
| Section | Teacher note | Copy |
|---|---|---|
| {{ row.section }} | {{ row.note }} |
Beginning readers can read a tidy word list and still work hard when the same spellings appear inside sentences. Connected text asks for more than blending one word at a time: the student has to keep place on the line, notice punctuation, hold meaning, and decide whether each unfamiliar word can be sounded out with skills already taught.
A decodable passage is controlled connected text. Most of its words are chosen because they match a known phonics focus, earlier review patterns, or a small set of high-frequency words the teacher has already introduced. That control helps students practice the alphabetic principle in real reading instead of relying on picture clues, memorized sentence patterns, or broad guessing from context.
Scope and sequence matters because decodability is personal to the lesson, not fixed inside the text. A word like ship is fair practice after sh has been taught, while the same word may be a teacher-supported word for a student still working on CVC words. A passage can also become less controlled when a simple-looking sentence adds untaught function words, names, contractions, or multisyllable vocabulary.
Controlled text should not crowd out language comprehension. Students still need rich read-alouds, vocabulary work, discussion, writing, and later practice with less controlled books. Decodable passages are strongest during the window when a reader is building accurate word recognition and needs a short, fair text that lets the new phonics skill appear in sentences.
The common mistake is treating a decodable percentage as a reading level. A high percentage can show that the passage mostly matches the selected patterns, but it cannot prove that the topic, sentence length, vocabulary, or comprehension questions are right for a specific student. Teacher review remains part of the reading lesson.
Build the draft from the current phonics lesson, then use the analysis outputs to decide what to preview, revise, or assign.
The summary percentage is based on running words, so every repeated word counts again. A 100% result means every word occurrence fits the selected focus, a review pattern, or the allowed high-frequency list. It does not mean the passage is automatically independent reading material.
| Output category | What it means | What to check next |
|---|---|---|
| Target pattern | The word matches the selected phonics focus or the focus word list. | Use these words for decoding practice and the student word bank. |
| Review decodable | The word fits an earlier or adjacent phonics pattern for the selected focus. | Preview only if the group has not mastered that review skill. |
| Allowed high-frequency | The word appears in the allowed list and is treated as already taught. | Keep the list short enough that it reflects real instruction. |
| Teacher review | The word is outside the selected focus, review patterns, and allowed list. | Preview it, accept it deliberately, or revise the settings. |
Check Word Analysis before trusting the summary. A high percentage can hide too many allowed high-frequency words, and a target word with count 0 means the current passage did not use that requested word. Teacher Notes turns those findings into before-reading cues, during-reading prompts, answer-key text, and rereading guidance.
Decodable coverage depends on the relationship between graphemes, phonemes, and the lesson sequence. A grapheme is a letter or letter group that represents a sound, such as sh, ai, or final silent e. The same printed word can be easy, review-level, or teacher-supported depending on which graphemes the student has already learned.
The passage draft is selected from controlled sentence sets for the chosen focus and frame. The version seed makes sentence order repeatable, while support level and requested sentence count choose how much of the available set appears. Capitalization and sentence punctuation do not change word classification; analysis normalizes words before counting them.
Coverage uses running words. The numerator includes Target pattern, Review decodable, and Allowed high-frequency running words. Teacher review words stay outside the numerator.
| Priority | Rule | Result category |
|---|---|---|
| 1 | The word appears in the allowed high-frequency list. | Allowed high-frequency |
| 2 | The word appears in the focus list or matches the selected focus pattern. | Target pattern |
| 3 | The word appears in the review list or matches a review pattern for that focus. | Review decodable |
| 4 | No earlier rule applies. | Teacher review |
| Focus | Representative words | Important boundary |
|---|---|---|
| Short a CVC | cat, map, Sam |
Only short a consonant-vowel-consonant style words are treated as the focus. |
| Mixed CVC | dog, sun, pig |
Short-vowel CVC words are the focus; longer words need another rule or review status. |
| Blends and digraphs | clap, stop, ship, duck |
Blends keep separate consonant sounds, while digraphs represent one sound with two letters. |
| Long-vowel and vowel patterns | cake, rain, boat, bird, boy |
Silent e, vowel teams, r-controlled vowels, and diphthongs overlap in ordinary English, so the selected focus controls the category. |
In a digraph passage, shop is classified as Target pattern because it contains sh. dog can count as Review decodable because CVC words are part of the digraph review set. the counts as Allowed high-frequency only when it is listed there. A common word such as at can still become Teacher review if it is not covered by the selected focus, review patterns, or allowed list.
Use the passage as a draft for teacher review, not as a complete reading program or a placement measure. The result does not judge oral language, vocabulary, handwriting, comprehension, attention, or fluency.
Short a small group. With Short a CVC, Pet day, target words cat, mat, Sam, Pam, tap, nap, 6 sentences, standard support, and seed group-a, Student Passage produces Sam and the Cat. The summary shows 30 words and 100% coverage, while Word Analysis still shows tap with count 0 because that requested target word was not used in the current version.
Digraph review with one preview word. With Digraphs sh/ch/th/ck, Pet day, target words ship, shell, fish, duck, bath, 6 sentences, standard support, and seed group-d, the draft shows 36 words and 94% coverage. Word Analysis flags at as Teacher review, so a teacher can add it to the allowed list, preview it, or choose a different version.
Silent e target words not appearing. With Silent e, School job, target words cake, lake, bike, shine, 8 sentences, stretch support, and seed reread, the passage shows 47 words and 94% coverage. Word Analysis lists those target words with count 0, which means the draft stayed controlled but did not practice the exact teacher-requested words.
Target words guide review and word-bank selection, but the passage still comes from controlled sentence sets. If a word appears with count 0 in Word Analysis, try another Passage frame, Version seed, or Support level, or replace the word with one already appearing in the passage.
No. The percentage only checks running words against the selected focus, review patterns, and allowed high-frequency list. Read the Teacher Notes and check sentence length, topic familiarity, and comprehension demands before assigning the passage independently.
No. The Allowed high-frequency words list should reflect words students have actually learned. Adding too many common words can inflate the summary percentage and hide words that should be previewed.
The requested Sentence count is limited by the available controlled sentences for the chosen focus and frame. Tight and standard support also keep the draft shorter, so the actual sentence count in the summary is the number to trust.
sh or ai.