Track Pact Decodable Passage Phonics Focus: Short Vowels High School Reading Lab
Track Pact
Decodable Practice Series • Passage 01
Target Sound Short A (/æ/)
Name:
Date:
Class:
1 Read passage carefully
2 Underline or highlight all Short A words
3 Answer questions 1–3
Reading Passage • Track Pact Target Vowel: /ă/
Dan and Max had a plan. The sun was not up yet, but the track was damp and black. Dan had his flat pack on his back. In the black pack was a snack, a strap, and a track map.
“We can run ten laps,” Max said. “We must dash fast past the back ramp. If we lag, we will miss the camp bus.”
Dan ran on the track. His legs felt glad and fast. On the last lap, a strap snapped on Dan’s back. The flat pack fell on the track grass. Max ran back to grab the bag. Dan did not halt his sprint. Max cast the strap back to Dan, and both ran past the camp flag with a fast blast.
Comprehension Checks
Respond in complete sentences based on the text
What three items were packed inside Dan’s flat pack?
Why did Max warn Dan that they could not lag past the back ramp?
How did Max help Dan when the pack strap snapped on the last lap?
Short A Word Count: (Record total words highlighted)
Fluency Check: sec
Prep Shift Decodable Passage Phonics Focus: Short Vowels High School Reading Lab
Prep Shift
Decodable Practice Series • Passage 02
Target Sound Short E (/ɛ/)
Name:
Date:
Class:
1 Read passage carefully
2 Underline or highlight all Short E words
3 Answer questions 1–3
Reading Passage • Prep Shift Target Vowel: /ĕ/
Ted and Ben met on the prep deck at six. The head chef set ten red pens on the desk and left a test list.
“We must prep well,” Ted said. “Get the red bin from the shed. Set ten fresh pans on the shelf and cut the rest of the stems.”
Ben stepped fast to get the mesh rack. His left leg hit a wet spot on the deck. The egg tin fell, and ten yolks made a mess. Ted did not fret. He sent Ben a wet rag and a red mop. Ben swept the wet mess, cleaned the deck, and reset the tin. The head chef stepped in, checked the pans, and gave them a nod.
Comprehension Checks
Respond in complete sentences based on the text
What items did the head chef leave on the desk for Ted and Ben?
What happened when Ben’s left leg hit a wet spot on the deck?
How did Ted and Ben clean up the mess before the chef checked the pans?
Short E Word Count: (Record total words highlighted)
Fluency Check: sec
Cliff Trip Decodable Passage Phonics Focus: Short Vowels High School Reading Lab
Cliff Trip
Decodable Practice Series • Passage 03
Target Sound Short I (/ɪ/)
Name:
Date:
Class:
1 Read passage carefully
2 Underline or highlight all Short I words
3 Answer questions 1–3
Reading Passage • Cliff Trip Target Vowel: /ĭ/
Kip and Jim went on a trip to the big cliff. Cold mist hit the hill, but Jim had his climbing kit in his pack. Inside the kit were six pins, a thick grip pad, and a zip line.
“The wind is stiff,” Jim said. “If you slip on the grit, dig your grip into the split rock. Do not quit when the path gets slim.”
Kip took a quick step past a big rift. A slick rock tilted, and his left foot slipped. Kip hit the rim with his fist and held his grip. Jim ran with the thick strap to fix the slip. With a quick lift, Kip got back on the rim. Both did sit at the cliff top and watched the mist drift past the hills.
Comprehension Checks
Respond in complete sentences based on the text
What three pieces of climbing equipment were stored in Jim’s kit?
What happened when Kip stepped onto the slick rock near the big rift?
How did Jim help Kip recover his grip and get back onto the rock rim?
Short I Word Count: (Record total words highlighted)
Fluency Check: sec
Dock Drop Decodable Passage Phonics Focus: Short Vowels High School Reading Lab
Dock Drop
Decodable Practice Series • Passage 04
Target Sound Short O (/ɒ/)
Name:
Date:
Class:
1 Read passage carefully
2 Underline or highlight all Short O words
3 Answer questions 1–3
Reading Passage • Dock Drop Target Vowel: /ŏ/
Tom and Rob had a job on the harbor dock. Thick fog hung on the lot, and cold drops fell from the dock roof. Tom checked his lock box and set a brass rod on top.
“Do not drop the big box,” Rob said. “It has fresh cod and prompt cargo for the ship. We must not stop until the dock boss locks the slip.”
Tom gave the box a prompt push. The box hit a slick spot on the dock log and began to flop off the edge. Rob lost no time. He grabbed a nylon strap and locked it onto a rod. Tom pulled with a solid tug to stop the drop. The box hit the dock with a soft thud, safe from the lost tide.
Comprehension Checks
Respond in complete sentences based on the text
What were the weather conditions when Tom and Rob arrived at the dock lot?
Why was it critical that the crew not drop or damage the big box?
How did Rob and Tom react to stop the box from flopping into the water?
Short O Word Count: (Record total words highlighted)
Fluency Check: sec
Rust Truck Decodable Passage Phonics Focus: Short Vowels High School Reading Lab
Rust Truck
Decodable Practice Series • Passage 05
Target Sound Short U (/ʌ/)
Name:
Date:
Class:
1 Read passage carefully
2 Underline or highlight all Short U words
3 Answer questions 1–3
Reading Passage • Rust Truck Target Vowel: /ŭ/
Gus and Russ had an old rust truck in the shop shed. The truck had sat in the hot sun and dust. Gus got under the cab to plug the fuel line, and Russ scrubbed the rust off the brake drum.
“Give the key a twist,” Gus said. “We must test the engine hum before dusk. If the truck runs well, we can lug the heavy junk past the brush.”
Russ stepped on the gas, and the truck gave a loud chug. The tires dug into a deep mud rut by the brush. The truck was stuck in the muck. Gus ran with a thick tow strap and shut the hood. With a firm tug, the truck jumped the bump. The engine gave a steady hum as both drove out of the mud.
Comprehension Checks
Respond in complete sentences based on the text
What repairs did Gus and Russ perform on the old truck in the shop shed?
Why did the truck become stuck when Russ drove it past the brush?
How did Gus use the tow strap to free the truck from the mud rut?
Short U Word Count: (Record total words highlighted)
Fluency Check: sec
Track Pact Answer Key Teacher Reference • Decodable Answer Key Short Vowel Series
Track Pact • Answer Key
Target Sound: Short A (/æ/) • Passage 01 Verification & Diagnostic Guide
Expected Short A Tokens 47 Words (32 Unique)
Annotated Master Text (Target Short A words highlighted)
CVC • CCVC • CVCC
Dan and Max had a plan. The sun was not up yet, but the track was damp and black. Dan had his flat pack on his back. In the black pack was a snack, a strap, and a track map.
“We can run ten laps,” Max said. “We must dash fast past the back ramp. If we lag, we will miss the camp bus.”
Dan ran on the track. His legs felt glad and fast. On the last lap, a strap snapped on Dan’s back. The flat pack fell on the track grass. Max ran back to grab the bag. Dan did not halt his sprint. Max cast the strap back to Dan, and both ran past the camp flag with a fast blast.
Target Word Inventory (Word Hunt Check):
Nouns & Names: Dan, Max, plan, track, pack, back, snack, strap, map, laps, ramp, camp, lap, grass, bag, flag, blast • Verbs: had, can, dash, lag, ran, snapped, grab, cast • Adjectives/Adverbs: damp, black, flat, fast, past, glad, last
Comprehension Check • Scoring Rubric & Exemplars
1. What three items were packed inside Dan’s flat pack?
[Exemplar] Inside Dan’s flat pack were a snack, a strap, and a track map.
Scoring Criteria: Student must correctly name all three target items (snack, strap, track map). Partial credit (1 pt) if only 2 items are listed.
2. Why did Max warn Dan that they could not lag past the back ramp?
[Exemplar] Max warned Dan that if they lagged or slowed down, they would miss the camp bus.
Scoring Criteria: Student response must identify missing the camp bus as the explicit consequence.
3. How did Max help Dan when the pack strap snapped on the last lap?
[Exemplar] Max ran back to grab the fallen bag and cast the strap back to Dan so Dan could finish his sprint.
Scoring Criteria: Must mention picking up / retrieving the bag and casting or returning the strap to Dan.
Dyslexia Support Note: Watch for students substituting short /ɛ/ for short /æ/ before nasal consonants (e.g. damp , camp , plan ). Emphasize mouth shape: chin drops low with flattened tongue for /æ/.
Prep Shift Answer Key Teacher Reference • Decodable Answer Key Short Vowel Series
Prep Shift • Answer Key
Target Sound: Short E (/ɛ/) • Passage 02 Verification & Diagnostic Guide
Expected Short E Tokens 46 Words (27 Unique)
Annotated Master Text (Target Short E words highlighted)
CVC • CCVC • CVCC
Ted and Ben met on the prep deck at six. The head chef set ten red pens on the desk and left a test list.
“We must prep well,” Ted said. “Get the red bin from the shed. Set ten fresh pans on the shelf and cut the rest of the stems.”
Ben stepped fast to get the mesh rack. His left leg hit a wet spot on the deck. The egg tin fell, and ten yolks made a mess. Ted did not fret. He sent Ben a wet rag and a red mop. Ben swept the wet mess, cleaned the deck, and reset the tin. The head chef stepped in, checked the pans, and gave them a nod.
Target Word Inventory (Word Hunt Check):
Nouns & Names: Ted, Ben, prep, deck, chef, pens, desk, test, shed, shelf, stems, mesh, leg, egg, mess • Verbs: met, set, get, stepped, fell, fret, sent, swept, reset, checked • Adjectives/Other: ten, red, left, well, fresh, rest, wet, them
Comprehension Check • Scoring Rubric & Exemplars
1. What items did the head chef leave on the desk for Ted and Ben?
[Exemplar] The head chef set ten red pens on the desk and left a test list.
Scoring Criteria: Full credit requires identifying the red pens and the test list.
2. What happened when Ben’s left leg hit a wet spot on the deck?
[Exemplar] Ben slipped, the egg tin fell, and ten yolks made a mess on the kitchen deck.
Scoring Criteria: Must mention the egg tin falling and creating a mess/spill of egg yolks.
3. How did Ted and Ben clean up the mess before the chef checked the pans?
[Exemplar] Ted sent Ben a wet rag and a red mop, and Ben swept up the mess, cleaned the deck, and reset the tin.
Scoring Criteria: Must specify using the rag/mop to sweep or clean the deck and resetting the pans/tin.
Dyslexia Support Note: Differentiate short /ɛ/ from short /ɪ/ (e.g. pen vs. pin , deck vs. dick ). Have students touch the bridge of their nose to feel vocal tract resonance difference.
Cliff Trip Answer Key Teacher Reference • Decodable Answer Key Short Vowel Series
Cliff Trip • Answer Key
Target Sound: Short I (/ɪ/) • Passage 03 Verification & Diagnostic Guide
Expected Short I Tokens 52 Words (33 Unique)
Annotated Master Text (Target Short I words highlighted)
CVC • CCVC • CVCC
Kip and Jim went on a trip to the big cliff. Cold mist hit the hill, but Jim had his climbing kit in his pack. Inside the kit were six pins, a thick grip pad, and a zip line.
“The wind is stiff,” Jim said. “If you slip on the grit, dig your grip into the split rock. Do not quit when the path gets slim.”
Kip took a quick step past a big rift. A slick rock tilted, and his left foot slipped. Kip hit the rim with his fist and held his grip. Jim ran with the thick strap to fix the slip. With a quick lift, Kip got back on the rim. Both did sit at the cliff top and watched the mist drift past the hills.
Target Word Inventory (Word Hunt Check):
Nouns & Names: Kip, Jim, trip, cliff, mist, hill, kit, pins, grip, zip, wind, grit, rift, rim, fist, hills • Verbs: hit, slip, dig, split, quit, tilted, slipped, fix, lift, did, sit, drift • Adjectives/Other: big, six, thick, stiff, slim, quick, slick, his, in, inside, with
Comprehension Check • Scoring Rubric & Exemplars
1. What three pieces of climbing equipment were stored in Jim’s kit?
[Exemplar] Inside Jim’s kit were six pins, a thick grip pad, and a zip line.
Scoring Criteria: Student must name all three items: pins, grip pad, zip line.
2. What happened when Kip stepped onto the slick rock near the big rift?
[Exemplar] The slick rock tilted, causing Kip’s foot to slip so he had to hit the rim and hold on with his fist.
Scoring Criteria: Must identify the rock tilting and Kip slipping/holding onto the rim.
3. How did Jim help Kip recover his grip and get back onto the rock rim?
[Exemplar] Jim ran with the thick strap to fix the slip, and with a quick lift helped Kip back onto the rock rim.
Scoring Criteria: Must mention the thick strap and lifting Kip back onto the rim.
Dyslexia Support Note: Note if student omits consonants in CCVC blends (e.g. reading slip as sip , or drift as rift ). Cue students to tap individual sounds on their fingers.
Dock Drop Answer Key Teacher Reference • Decodable Answer Key Short Vowel Series
Dock Drop • Answer Key
Target Sound: Short O (/ɒ/) • Passage 04 Verification & Diagnostic Guide
Expected Short O Tokens 46 Words (24 Unique)
Annotated Master Text (Target Short O words highlighted)
CVC • CCVC • CVCC
Tom and Rob had a job on the harbor dock. Thick fog hung on the lot, and cold drops fell from the dock roof. Tom checked his lock box and set a brass rod on top.
“Do not drop the big box,” Rob said. “It has fresh cod and prompt cargo for the ship. We must not stop until the dock boss locks the slip.”
Tom gave the box a prompt push. The box hit a slick spot on the dock log and began to flop off the edge. Rob lost no time. He grabbed a nylon strap and locked it onto a rod. Tom pulled with a solid tug to stop the drop. The box hit the dock with a soft thud, safe from the lost tide.
Target Word Inventory (Word Hunt Check):
Nouns & Names: Tom, Rob, job, dock, fog, lot, drops, lock, box, rod, top, cod, boss, spot, log • Verbs: drop, stop, locks, flop, lost, locked • Adjectives/Other: on, not, prompt, off, onto, solid, soft
Comprehension Check • Scoring Rubric & Exemplars
1. What were the weather conditions when Tom and Rob arrived at the dock lot?
[Exemplar] Thick fog hung over the lot, and cold water drops were falling from the dock roof.
Scoring Criteria: Student must reference the fog and/or falling water drops from the roof.
2. Why was it critical that the crew not drop or damage the big box?
[Exemplar] The box held fresh cod and urgent cargo that had to be loaded onto the ship before the boss locked the slip.
Scoring Criteria: Must identify the contents (fresh cod / ship cargo).
3. How did Rob and Tom react to stop the box from flopping into the water?
[Exemplar] Rob locked a nylon strap to an iron rod, and Tom pulled hard with a solid tug to stop the box from dropping.
Scoring Criteria: Mention securing the strap to the rod and pulling to halt the fall.
Dyslexia Support Note: Watch for letter reversals with ‘b’ and ‘d’ (e.g. dock vs. bock , drop vs. brop ). Encourage the “bed” hand-posture anchor.
Rust Truck Answer Key Teacher Reference • Decodable Answer Key Short Vowel Series
Rust Truck • Answer Key
Target Sound: Short U (/ʌ/) • Passage 05 Verification & Diagnostic Guide
Expected Short U Tokens 40 Words (22 Unique)
Annotated Master Text (Target Short U words highlighted)
CVC • CCVC • CVCC
Gus and Russ had an old rust truck in the shop shed. The truck had sat in the hot sun and dust. Gus got under the cab to plug the fuel line, and Russ scrubbed the rust off the brake drum.
“Give the key a twist,” Gus said. “We must test the engine hum before dusk. If the truck runs well, we can lug the heavy junk past the brush.”
Russ stepped on the gas, and the truck gave a loud chug. The tires dug into a deep mud rut by the brush. The truck was stuck in the muck. Gus ran with a thick tow strap and shut the hood. With a firm tug, the truck jumped the bump. The engine gave a steady hum as both drove out of the mud.
Target Word Inventory (Word Hunt Check):
Nouns & Names: Gus, Russ, rust, truck, sun, dust, drum, dusk, junk, brush, mud, rut, muck, bump • Verbs: plug, scrubbed, hum, runs, lug, chug, dug, stuck, shut, tug, jumped • Prepositions/Other: under, must
Comprehension Check • Scoring Rubric & Exemplars
1. What repairs did Gus and Russ perform on the old truck in the shop shed?
[Exemplar] Gus crawled under the cab to plug the fuel line, and Russ scrubbed rust off the brake drum.
Scoring Criteria: Must mention plugging the fuel line and/or scrubbing rust off the brake drum.
2. Why did the truck become stuck when Russ drove it past the brush?
[Exemplar] The tires dug into a deep mud rut by the brush, leaving the truck stuck in the muck.
Scoring Criteria: Student must identify the mud rut/muck that trapped the truck tires.
3. How did Gus use the tow strap to free the truck from the mud rut?
[Exemplar] Gus attached a thick tow strap and shut the hood; with a firm tug, the truck jumped the bump out of the mud.
Scoring Criteria: Must mention the tow strap providing a tug that pulled the truck over the bump and out of the mud.
Dyslexia Support Note: Watch for auditory confusion between short /ʌ/ (truck , mud ) and short /ɑ/ (track , mod ). Direct students to note the relaxed central mouth posture for /ʌ/.
