A set of 10 decodable text worksheets for early readers.
What are decodable texts?
Decodable texts contain a high percentage of words that use the GPCs (grapheme-phoneme correspondences) that students have already been taught. As students learn more letter-sound relationships, they can read decodable texts of greater complexity.
Texts that focus on consonant digraphs – ‘sh’, ‘ck’, ‘ch’, ‘th’ and ‘wh’
These 10 texts focus on the consonant digraphs ‘sh’, ‘ck’, ‘ch’, ‘th’ and ‘wh’. Short vowel sounds, single grapheme letter-sound correspondences for most letters of the alphabet, and some consonant blends are also included.
What are tricky words?
The top of each worksheet lists the ‘tricky words’ that the students will encounter within the text. A tricky word can be defined as a word that a student cannot decode using their current phonetic knowledge. It is recommended that teachers highlight and discuss these tricky words with the students before commencing the worksheet.
How do I know my students are reading for meaning?
In order to ensure that students have understood what they have read (not just decoded it), a comprehension question is included at the bottom of each worksheet. A simple drawing or writing task related to the text is also included.
What texts are included?
- My Pet Duck
- The Red Drum
- In the Bush
- At the Bank
- The Old Truck
- The Gold Chest
- Don’s Chin
- The Pigs
- My Bent Hand
- The Clock
Need to make some personal adjustments? Download in Microsoft Word for an editable option!
Looking for more awesome decodable texts using common consonant digraphs? Click on the thumbnail below to access Set 1!
Australian Curriculum alignment
Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable wordsElaborationsusing knowledge of letters and sounds to write words with short vowels, for example âmanâ, ...
Know how to read and write some high-frequency words and other familiar wordsElaborationsknowing how to write some high-frequency words recognised in shared texts and texts being read independently, for example âandâ, âmyâ, â...
Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC wordsElaborationslistening to hear that children use letters/sounds (when necessary) to he...
Use visual memory to read and write high-frequency words Elaborationslearning an increasing number of high-frequency words recognised in shared texts and texts being read independently, for example âoneâ, âhaveâ, âthemâ...
Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledgeElaborationsnavigating a text correctly, starting at the right pl...
Use comprehension strategies to understand and discuss texts listened to, viewed or read independentlyElaborationstalking about the meanings in texts listened to, viewed and read (Skills: Literacy, Critical and Creative Thinking)visualising elements ...
Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-readingElaborationsusing contex...
Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language featuresElaborationsusing ...
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