Literacy Resources

Decodable Text Generator: Free Passages for Early Readers

10+ ready-to-use decodable passages organized by phonics skill. Aligned with the Science of Reading and structured literacy programs. Copy, print, and use in your classroom today.

Decodable Passages

10+

Complete passages with comprehension questions, organized by phonics skill progression.

Phonics Patterns

10

From CVC words to multisyllabic words, covering the full phonics scope and sequence.

Grade Levels

K-2

Designed for early readers in kindergarten through second grade, adaptable for intervention.

What Is Decodable Text?

Decodable text is reading material specifically written so that the vast majority of words use only the phonics patterns and letter-sound correspondences that students have already been explicitly taught. Unlike predictable or leveled texts, decodable text reinforces systematic phonics instruction by giving students the opportunity to apply their decoding skills to connected, meaningful text.

Key Characteristics

  • 80-95% of words follow taught phonics patterns
  • Remaining words are pre-taught high-frequency words
  • Organized by phonics skill in scope and sequence order
  • Builds decoding automaticity and reading confidence
  • Discourages guessing and encourages sounding out

Example Progression

  • Step 1:CVC words (cat, sit, hop)
  • Step 2:Consonant blends (frog, trip, stop)
  • Step 3:Digraphs (ship, chat, thin)
  • Step 4:Long vowels with silent e (bake, ride)
  • Step 5:Vowel teams (rain, tree, boat)

Decodable Passages by Phonics Skill

Each passage targets a specific phonics pattern. Use the copy button to grab any passage for your classroom. Passages progress from simple CVC words to multisyllabic words.

CVC Words (Consonant-Vowel-Consonant)

Short vowel sounds in CVC pattern: cat, sit, hop, bug, red

93 words

The Cat on the Mat The fat cat sat on the mat. The cat had a nap. A big rat ran to the cat. The cat got up. The cat ran at the rat. The rat hid in a can. The cat sat and sat. The rat did not get out. The cat went back to the mat. The cat had a long nap in the hot sun. The rat got out of the can and ran. The cat did not see the rat. The fat cat sat on the mat and was glad.

Target Words

catsatmatfatnapbigratrancanhidgothotsunglad

Comprehension Questions

  1. 1.Where did the cat sit?
  2. 2.What ran to the cat?
  3. 3.Where did the rat hide?
  4. 4.What did the cat do at the end?

Short Vowels (All Five)

Short a, e, i, o, u in simple words: Sam, hen, dig, fox, bug

107 words

Sam and the Red Hen Sam had a pet hen. The hen was red. Sam fed the hen from a tin cup. The hen sat on ten eggs in a big nest. Sam was glad. One day, a fox got in the pen. The red hen ran and hid. Sam hit a pot with a rod. The fox ran off. Sam let the hen sit back on her eggs. The red hen did not quit. In six days, the eggs did hatch. Sam had ten little chicks and one red hen. Sam was the best pal a hen could get.

Target Words

Samhenredfedtincuptennestfoxpenhitpotrodhidquithatchchicks

Comprehension Questions

  1. 1.What color was Sam's hen?
  2. 2.How many eggs did the hen sit on?
  3. 3.What got into the pen?
  4. 4.How did Sam scare the fox away?
  5. 5.How many chicks hatched?

Consonant Blends (bl, cl, fl, fr, gr, tr, st, sp, sn)

Initial and final consonant blends: frog, trip, stop, snap, grin

110 words

Frog on a Log A green frog sat on a flat log. The frog was glad to spot a snack. A fat fly spun past the frog. Snap! The frog got the fly. Then a crab crept up on the log. The frog did a big flip and went splash into the pond. The frog swam and swam. A drip from a plant fell on his back. The frog found a slim stick and dug into the soft mud. He felt snug. The frog slid back up on the log. He sat still and grinned. It was the best spot to rest and grab a snack.

Target Words

frogflatgladspotsnackspunsnapcrabcreptflipsplashdripplantslimstickslidstillgrinnedgrab

Comprehension Questions

  1. 1.Where did the frog sit?
  2. 2.What did the frog catch?
  3. 3.Why did the frog jump into the pond?
  4. 4.What did the frog use to dig in the mud?
  5. 5.What blend words can you find in this story?

Long Vowels with Silent E (CVCe)

Magic e pattern: bake, ride, home, cute, these

128 words

Jake Bakes a Cake Jake woke up and spoke to his mom. "I will bake a cake!" Jake got a wide plate. He made the batter and gave it a stir. He put the cake in to bake. While the cake was in, Jake chose to make the frosting. He used white froze cream and a tube of lime paste. Then he wrote "HOPE" on the cake in icing. When the cake was done, Jake ate a huge slice. "This is the cake I like the best!" he spoke with pride. His mom gave him a smile. "You bake a fine cake, Jake." He rode his bike to take a slice to his pal Dave. Dave ate the cake and grinned from side to side.

Target Words

JakewokespokebakecakewideplatemadegavechosewhitetubelimepastewrotehopehugeslicelikepridesmilefinerodebikeDaveside

Comprehension Questions

  1. 1.What did Jake decide to bake?
  2. 2.What word did Jake write on the cake?
  3. 3.What flavor frosting did Jake use?
  4. 4.Who did Jake share the cake with?
  5. 5.Can you find five silent-e words in this passage?

Vowel Teams AI/AY

Long a spelled ai and ay: rain, play, wait, bay, train

118 words

Rain on the Bay It was a gray day by the bay. Rain came down on the trail. Jay put on his rain coat and went out to play. He ran on the main path by the bay. The waves made a spray of foam. Jay saw a snail on the rail of the dock. He had to wait for the rain to stop. Jay sat and braided blades of hay. Then the sun came out. A rainbow painted the bay. Jay waved at a sail boat that lay on the bay. He was so glad the rain did not stay all day. Jay went to play in the sand. It was the best part of his day at the bay.

Target Words

graydaybayraintrailJayplaymainspraysnailrailwaitbraidedhayrainbowpaintedwavedsaillaystay

Comprehension Questions

  1. 1.What was the weather like at the beginning?
  2. 2.What did Jay find on the rail?
  3. 3.What did Jay braid while waiting?
  4. 4.What appeared after the rain stopped?
  5. 5.How many ai/ay words can you circle in this passage?

Vowel Teams EE/EA

Long e spelled ee and ea: tree, read, bee, sea, dream

125 words

A Tree by the Sea Jean sat beneath a green tree by the sea. She could feel the breeze sweep past her cheek. A bee buzzed between each leaf. Jean reached for a peach to eat. The seeds fell near her feet. She leaned back to read a book about a queen and a beast. The queen needed to keep peace in her land. Jean could see the sea gleam in the clean sunlight. Seagulls screamed and wheeled across the deep blue. A team of seals played beneath the steep reef. Jean dreamed of being a sea queen. When the heat eased and the breeze grew, Jean could feel sleep creep in. She lay beneath the tree and dreamed sweet dreams by the sea.

Target Words

Jeanbeneathgreentreeseafeelbreezesweepcheekbeebetweeneachleafreachedpeacheatseedsfeetleanedreadqueenbeastneededkeeppeaceseegleamcleanseagullsscreameddeepteamsealssteepreefdreamedheateasedsleepcreepsweetdreams

Comprehension Questions

  1. 1.Where was Jean sitting?
  2. 2.What did Jean eat?
  3. 3.What was Jean's book about?
  4. 4.What animals did Jean see in the sea?
  5. 5.List five ee words and five ea words from the passage.

R-Controlled Vowels (ar, er, ir, or, ur)

Bossy r patterns: barn, her, bird, corn, turn

140 words

The Barn on the Farm The farmer walked to the barn before the stars were gone. Her horse stomped and snorted in the dark stall. She turned the corner and found a bird perched on a fern. The bird chirped a short, merry tune. The farmer poured corn in a large pail for the herd. After her morning chores, she stirred butter and served warm biscuits on the porch. A turtle turned circles in the dirt yard. The farmer's girl, Fern, ran to herd the sheep in from the north pasture. A storm was forming far on the border. "Hurry, Fern!" called the farmer. Fern turned and darted toward the barn. Thunder roared, but the herd was safe. The farmer and Fern sat in the barn together, content to hear the storm swirl and churn overhead.

Target Words

farmerbarnstarsherhorsesnorteddarkturnedcornerbirdperchedfernchirpedshortmerrypouredcornlargeherdmorningstirredbutterservedwarmporchturtlecirclesdirtnorthstormformingfarborderhurryFerndartedthunderroaredswirlchurn

Comprehension Questions

  1. 1.Where did the farmer go first?
  2. 2.What did the farmer find perched on a fern?
  3. 3.What was the farmer's girl named?
  4. 4.Why did Fern need to hurry?
  5. 5.Sort the r-controlled vowel words by pattern: ar, er, ir, or, ur.

Digraphs CH, SH, TH

Consonant digraphs: chip, shop, thin, cash, path, lunch

139 words

The Ship on the Shore The children rushed to the shore to watch a grand ship. The ship had thick chains on the deck. "That ship is shaped like a whale!" shouted Beth. Charles checked the shells on the beach. He chose a shiny one shaped like a shield. Chadwick wished to be on that ship. "I think the ship sails to the north," Beth said with a shrug. They shared a cheese lunch on the bench. The sunshine was warm on each cheek. The children chased the shallow waves that crashed and thrashed on the shore. At three, the ship left the channel with a sharp whistle. The children watched it shrink and vanish. "I shall dream of that ship," whispered Chadwick. They walked the path through the thick bushes and headed home, chatting about the ship on the shore.

Target Words

childrenshorewatchshipthickchainsshapedshoutedBethCharlescheckedshellschoseshinyshieldChadwickwishedthinkshrugsharedcheeselunchbenchsunshineeachcheekchasedshallowcrashedthrashedthreechannelsharpwhistleshrinkvanishshallwhisperedpaththroughchatting

Comprehension Questions

  1. 1.Where did the children go?
  2. 2.What did Charles find on the beach?
  3. 3.What did the children eat for lunch?
  4. 4.What time did the ship leave?
  5. 5.Sort the digraph words: ch words, sh words, th words.

Diphthongs OI/OY and OU/OW

Vowel diphthongs: coin, boy, found, cow, noise, town

148 words

The Boy Who Found a Coin A boy named Roy strolled around his town. He found a round coin on the moist ground near a flower bed. Roy shouted with joy. He pointed at the coin and showed it to his pal Howard. "That coin is worth a pound!" Howard announced. Roy frowned. "I doubt that," he said. The boys counted more coins in the soil around a brown house. They found a pouch full of coins in the mound. An owl hooted from a tower above. The noise spoiled Roy's joy for a moment. The boys took the coins downtown. They found the owner, a proud woman named Joyce. "How loyal of you boys to bring them around!" she voiced. Joyce gave each boy an oily chocolate coin as a reward. Roy and Howard enjoyed the treat and went bounding down the road with a joyful howl.

Target Words

boyRoyaroundtownfoundroundcoinmoistgroundflowershoutedjoypointedshowedHowardpoundannouncedfrowneddoubtcountedcoinssoilbrownhousepouchmoundowltowernoisespoileddowntownownerproudJoyceloyalvoicedoilyenjoyedboundingjoyfulhowl

Comprehension Questions

  1. 1.What did Roy find on the ground?
  2. 2.Who was Roy's friend?
  3. 3.Where did they find a pouch of coins?
  4. 4.Who was the owner of the coins?
  5. 5.Circle all oi/oy words in one color and ou/ow words in another.

Multisyllabic Words

Two- and three-syllable words with known patterns: rabbit, sunset, picnic, basket

148 words

The Rabbit and the Sunset A little rabbit hopped from its burrow at sunset. The rabbit had a basket of carrots and a napkin. It sat under a willow by the hilltop and began to munch. A chipmunk scampered over from a thicket and sat beside the rabbit. "Fantastic sunset!" said the chipmunk. "Indeed," the rabbit nodded. "I never get tired of sunsets." They nibbled on carrots and watched the crimson and golden ribbons stretch across the distant hilltops. A cricket hidden in the clover began to chirp a gentle rhythm. The chipmunk tapped along on a pebble. The rabbit hummed a little melody. As the sunset melted into velvet darkness, a hundred fireflies began to flicker. The rabbit tucked the napkin into the basket. "Until tomorrow," the rabbit whispered. The chipmunk scampered back into the thicket, and the rabbit hopped softly into its burrow beneath the silver moonlit sky.

Target Words

rabbitsunsetbasketcarrotsnapkinwillowhilltopchipmunkscamperedthicketbesidefantasticindeednevertiredsunsetsnibbledcrimsongoldenribbonsdistanthilltopscrickethiddenclovergentlerhythmtappedpebblehummedmelodymeltedvelvetdarknesshundredfirefliesflickertuckedtomorrowwhisperedsoftlyburrowbeneathsilvermoonlit

Comprehension Questions

  1. 1.What time of day did the rabbit come out?
  2. 2.What was in the rabbit's basket?
  3. 3.Who joined the rabbit?
  4. 4.What insects appeared at night?
  5. 5.Clap the syllables in these words: rabbit, sunset, chipmunk, fantastic, fireflies.

Decodable vs. Leveled Text

Understanding the difference helps you choose the right text for the right purpose in your reading instruction.

FeatureDecodable TextLeveled Text
OrganizationBy phonics pattern taughtBy overall reading difficulty level
Word SelectionOnly uses taught phonics patternsMay include any words at that level
Primary PurposePractice decoding with known patternsBuild comprehension and fluency
Reading StrategyEncourages sounding out every wordMay encourage context clues or picture cues
AlignmentMatches phonics scope and sequenceMatches general reading level (A-Z, Lexile)
Best ForBeginning readers, phonics practice, interventionIndependent reading, guided reading groups
Research BaseScience of Reading, structured literacyBalanced literacy, guided reading
PredictabilityWords are phonetically predictableSentence patterns may be predictable

Best practice: Use decodable text during and immediately after explicit phonics lessons. Transition to leveled text as students build automatic decoding skills. Both types of text have a place in a comprehensive reading program, but decodable text is essential during the early code-learning phase.

The Science of Reading and Decodable Text

Decades of cognitive science research support the use of decodable text as part of systematic phonics instruction.

Scarborough's Reading Rope

Skilled reading requires both word recognition (decoding, sight recognition) and language comprehension (vocabulary, background knowledge) strands to be woven together. Decodable text specifically strengthens the word recognition strand through systematic practice.

The Simple View of Reading

Reading comprehension equals decoding multiplied by language comprehension (R = D x LC). If either factor is zero, comprehension is zero. Decodable text builds the decoding factor by ensuring students practice the letter-sound system rather than relying on guessing.

National Reading Panel Findings

The National Reading Panel (2000) found that systematic phonics instruction, combined with connected text practice, produces significantly better reading outcomes than non-systematic approaches. Decodable text is the bridge between isolated phonics skills and fluent reading.

Orthographic Mapping

Research by Linnea Ehri shows that readers store words in long-term memory through orthographic mapping, connecting spellings to pronunciations and meanings. Decodable text promotes this process by having students attend to every letter in a word rather than skipping or guessing.

What Research Says About Decodable Text

  • Students who practice with decodable text are more likely to use a sounding-out strategy when they encounter unfamiliar words (Juel & Roper-Schneider, 1985).
  • Decodable text practice leads to greater word-reading accuracy than predictable text practice for beginning readers (Mesmer, 2005).
  • Systematic phonics instruction paired with decodable text produces the strongest outcomes for at-risk readers and students with dyslexia (Foorman et al., 1998).
  • Using decodable text reduces reliance on context-based guessing, a strategy that becomes increasingly unreliable as text complexity grows (Stanovich, 1986).

How to Use Decodable Passages in Your Classroom

Follow these research-based teaching strategies to maximize the impact of decodable text instruction.

1

Pre-Reading: Introduce the Phonics Pattern

Before reading the passage, explicitly teach the target phonics pattern. Model how to blend the sounds, practice with isolated words, and introduce any high-frequency words that appear in the text. Use letter tiles, whiteboards, or sound boxes to make the pattern concrete.

2

Preview Target Words

Review the target words list with students. Have them practice reading each word in isolation before encountering it in context. This pre-reading warm-up builds confidence and reduces frustration during passage reading.

3

First Read: Accuracy Focus

Have students read the passage for the first time focusing on accuracy. Encourage them to point to each word and sound it out. When a student struggles, prompt them to look at each letter and blend through the word rather than guessing from context or pictures.

4

Second Read: Fluency Building

Students read the passage a second time with a focus on smoothness and expression. Partner reading, echo reading, or choral reading work well for this round. The familiarity from the first read allows students to shift attention from decoding to prosody.

5

Third Read: Comprehension Check

On the third read, focus on meaning. Use the comprehension questions provided with each passage. Have students retell the story in their own words, identify the main idea, or make connections to their own experiences.

6

Post-Reading: Word Work Extension

After reading, extend the lesson with word work activities. Students can sort words by pattern, build new words using the target phonics skill, write sentences using target words, or create their own short decodable sentences.

Additional Teaching Tips

For Struggling Readers:

  • • Read the passage to the student first as a model
  • • Use a finger or pointer to track words
  • • Break the passage into smaller sections
  • • Provide wait time for decoding attempts
  • • Celebrate effort and accurate decoding

For Advanced Readers:

  • • Time repeated readings for fluency gains
  • • Have students write their own decodable stories
  • • Add comprehension response journals
  • • Challenge them to find all pattern words
  • • Move to the next phonics pattern sooner

Recommended Phonics Scope and Sequence

This general sequence guides when to introduce each decodable passage. Adjust timing to match your specific curriculum.

TimeframePhonics SkillPassage
K: Weeks 6-12CVC WordsThe Cat on the Mat
K: Weeks 12-20Short Vowels (mixed)Sam and the Red Hen
K-1: Weeks 20-28Consonant BlendsFrog on a Log
1st: Weeks 1-8Digraphs (ch, sh, th)The Ship on the Shore
1st: Weeks 8-16Long Vowels (silent e)Jake Bakes a Cake
1st: Weeks 16-22Vowel Teams (ai/ay)Rain on the Bay
1st: Weeks 22-28Vowel Teams (ee/ea)A Tree by the Sea
1st-2nd: Weeks 28-34R-Controlled VowelsThe Barn on the Farm
2nd: Weeks 1-10Diphthongs (oi/oy, ou/ow)The Boy Who Found a Coin
2nd: Weeks 10-20Multisyllabic WordsThe Rabbit and the Sunset

Need More Decodable Passages?

Worksheet Generator

Generate custom decodable passages, word sorts, and phonics worksheets tailored to your specific scope and sequence. Enter the target pattern and get classroom-ready materials in seconds.

Create Worksheets

Text Leveler

Paste any passage and instantly analyze its reading level, decodability score, and phonics patterns used. Perfect for evaluating whether text is appropriate for your students' current skill level.

Analyze Text Level

Tips for Creating Your Own Decodable Text

Whether you use our generator or write your own, follow these guidelines to create effective decodable passages.

Keep It Phonetically Controlled

  • Use only patterns students have been taught
  • Limit sight words to those already introduced
  • Aim for 80-95% decodable words
  • Avoid words with untaught patterns

Make It Meaningful

  • Write connected text, not isolated sentences
  • Include characters and a simple plot
  • Use natural-sounding language when possible
  • Add age-appropriate topics and themes

Support Comprehension

  • Include comprehension questions
  • Add illustrations or picture support
  • Preview vocabulary before reading
  • Provide context for unfamiliar concepts

Decodable Text FAQs

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