Enlarged Homophone Demonstration Sentence
Before the baker can knead the bread, he will need to add the yeast.
Excerpt from Student Decodable Reader:
“Animals, Big and Small” (pages 3–5)
A blue whale is the biggest animal on earth. It’s monstrous! It can be as heavy as 180 tons. That’s bigger than a bus! And a blue whale’s heart can be as heavy as a car!
One of the smallest animals is the gold frog. Are you curious how small it is? A gold frog is not even a centimeter long! That’s about the size of a fingernail!
The next enormous animal can be found in Africa and at the circus. Did you guess it? Right, the fabulous African elephant. Elephants can stand as tall as 13 feet. That’s taller than a basketball hoop.
Fluency Rubric
I Can Read: / 1 / 2 / 3 / 4Smoothly / I regularly pause while reading to decode words (by phonemes). I frequently repeat words and/or short phrases during reading. My reading sounds choppy throughout the text. / I often pause while reading to decode words. I repeat some words or short phrases during reading. My reading sounds choppy in a majority of the text. / I read mostly in phrases and occasionally pause for unfamiliar words. My reading generally sounds even with some interruption when I encounter challenging sentence structures. / I read in phrases while self-correcting unfamiliar words and challenging sentence structures to maintain consistency in smoothness.
With expression / My reading does not sound like natural talking. I read in a monotone voice that does not express interpretation of the text. / My reading sounds like natural talking in some parts of the text. I read in some small phrases that rarely express interpretation of the text. / My reading sounds like natural talking during most of the text. I read in longer phrases that express some interpretation of the text. / My reading sounds like natural conversation throughout the text. I read in phrases that express accurate interpretation of the text.
With meaning / During reading, my inflection does not reflect punctuation in the text.
I rarely read in syntactically meaningful phrases. / I often read without attention to punctuation or intonation. I read in some syntactically meaningful phrases. / I read with some attention to punctuation and intonation to support meaning. Most of my phrasing is syntactically meaningful. / I read with attention to punctuation, intonation, and stress to support meaning.
My phrasing is syntactically meaningful.
At just the right speed / My reading is slow and labored throughout the text. / My reading is mostly slow throughout the text. / My reading varies from slow to fast throughout the text. / My reading is consistently appropriate throughout the text.
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