Lexia Reading™

Program Activities

Lexia New Zealand • The IT Education Co NZ Ltd • 98 High St • Motueka Phn: 03 5280094 • Email: [email protected] www.lexialearning.co.nz

1 PROGRAM ACTIVITIES PER LEVEL

Early Reading Foundation Reading Strategies for Older Students Level 1 Level 1 Level 1 Rhyme Time Sounds to Letters Short Vowel Sounds Rhyming Segmenting (CVC) Short Vowels Sound Match Consonant Castle Consonant Sounds Beginning/Ending Sounds Initial/Final Consonants (CVC) Initial/Final Consonants (CVC, Word Snip Sight Word Search CCVC, CVCC, CCVCC) Segmenting Irregular Words (preprimer) bdp Sound Slide Sort bdp b,d,p Discrimination/Construction (CVC, Blending b,d,p Discrimination CCVC, CVCC) Short Vowel Match Middle Vowels Short Vowels Medial Vowel Discrimination/Automaticity Short Vowel Words Word to Picture Automaticity (w/ phrases)

Level 2 Level 2 Level 2 Consonant Tree 1 Sounds to Letters II Letter Switch Sound/Symbol (t,b,m,s,k,f) Segmenting (CVC, CCVC, CVCC) Sound/Letter Segmenting & Manipulating Consonant Tree 2 Consonant Blast Short & Long Vowels Sound/Symbol (p,g,r,n,d,z,l) Initial/Final Consonants (CCVC, CVCC) Silent-e Word Construction Consonant Tree 3 Sight Word Search II Sight Words Sound/Symbol (c,h,j,v,w,y and Irregular Words (primer) Irregular Words brother pairs) Short Vowel Bridge 2 Syllable Words I Short Vowel Crate Medial Vowel Automaticity (CVC) 2 Syllable Words Sound/Symbol (short vowels) Picture-Word Match (closed/silent-e) Consonant Pairs Word to Picture Matching Sentences & Paragraphs Sound/Symbol (sh,th,wh,ch) Cloze Sentence/Paragraph Comprehension Level 3 Level 3 Sound Change Vowel Digraphs Sound/Letter Substitution (CVC) Vowel Combinations (w/ sentences) Sight Word Search III Vowel-r Combinations Irregular Words (first grade) r-Controlled Vowels (w/ sentences) Silent-e Switch Suffixes Silent-e Word Recognition Simple Suffixes (w/ sentences) Fast Find 2 Syllable Words II Word to Picture Automaticity 2 Syllable Words (mixed types) Silent-e Score Paragraphs I Silent-e Word Construction Cloze Paragraph Comprehension Level 4 Level 4 Word Hunt Syllable Types Cloze Sentence/Paragraph 6 Syllable Types Comprehension 2 Sounds of c & g Sight Word Search IV Hard & Soft c and g Irregular Words (second grade) 3 Syllable Words Word Stairs 3 Syllable Words (mixed types) r-Controlled Vowels (w/ Paragraphs II sentences) Cloze Paragraph Comprehension Pirate Ship Vowel Combinations (w/ sentences) Group It Categorizing/Associating Words Level 5 Level 5 Super Change Anglo Saxon Prefixes & Suffixes Sound/Letter Segmenting & Manipulating Anglo Saxon prefixes/suffixes Add It Latin Prefixes & Suffixes Simple Suffixes Latin prefixes/suffixes Sight Word Search V Special Accent Patterns Irregular Words (third grade) Special Accent Patterns Elevator Prefix & Root Meanings 2 Syllable Words Latin root/prefix Meanings (sentences/paragraphs) Greek Combining Forms Group It II Greek Combining Form Meanings Categorizing/Associating Words

2 LEXIA READING ACTIVITIES

4 e.g., e.g., 2 — 2 ted with a ½-second with a 1-second pause a 1-second pause with nal sounds, segmenting, and segmenting, and nal sounds, . . . . . spoken language. spoken words containing three sounds each, to one- each, sounds words containing three e compound words presented with a 1-second 1-second with a presented e compound words e compound words presen e compound words le words containing 3 sounds each, to two- words each, le containing 3 sounds syllables and sounds to construct words. construct to and sounds syllables entsyllables wordssounds. and into rhyme patterns in in patterns rhyme recognition of initial and fi and initial of recognition sounds/phonemes with blends) with sounds/phonemes , ‘Same as Unit #’ means that the same type of words are used of words are type same the that means #’ Unit as , ‘Same ...... ical awareness skills necessary for efficiently learning sound/symbolefficiently necessary for ical awareness skills are includedreinforce meaning. to 400 350 400 350 2-3 2-4 2-5 2-2 To increase students’ ability to blend blend to ability students’ increase To To increase students’ ability to segm to ability students’ increase To To increase students’ awareness of To increase sounds. end and beginning words’ identify to ability students’ increase To 14(increasing in difficulty from two-syllabl 19 (increasing in difficulty from two-syllabl 11 (increasing in difficulty from one-syllab 12 (increasing in difficulty from one-syllable pause between syllables, to words with three or four sounds/phonemes with no pause between the with no pause between four sounds/phonemes with three or to words pause between syllables, sounds) syllable words containing a suffix) syllable words containing a See page See page See page See page See page See page Focus Units Words Words Word Snip Focus Units Words Slide Sound Rhyme Time Rhyme Focus Units Words Match Sound Focus Units pause between syllables, to words with three sounds/phonemes presented sounds/phonemes presented with three between syllables, to words pause between sounds) syllable words containing four CTIVITIES EADING Throughout the activity descriptions Throughout the activity R 1 A ARLY EVEL ...... Important! correspondence and phonic word-attack strategies. Rhyming, the and phonic correspondence Level 1 activities increase the phonolog the Level 1 activities increase L E blending are emphasized. Pictures emphasized. blending are the same number of syllables and sounds. syllables and of number the same

2 EARLY READING Level 1 Activities

Rhyme...... Time...... Purpose Rhyme Time is designed to increase students’ awareness of the patterns of rhyme in spoken language. Task Description Three pictures display on-screen, each representing a single word. The program highlights and names each picture aloud, and then the student clicks on the two that rhyme. (Note: If a student has difficulty with a unit, the program branches to a practice version with the correct answers highlighted.)

Units 1 One-syllable words containing 3 sounds. Foil has no 7 One-syllable words containing 3 or 4 sounds including similarity to the rhyming words. Rhyming words are ending blends. Foil has some similarity to rhyming words. always placed next to each other (e.g., mug, rug, bat). Words are placed randomly (e.g., hand, pond, band). 2 Same as unit 1, except the words are placed randomly 8 One-syllable words containing 3 or 4 sounds including (e.g., mice, bag, dice). beginning and ending blends. Foil has some similarity to 3 One-syllable words containing 4 sounds including rhyming words. Words are placed randomly (e.g., star, initial blends. Foil has no similarity to the rhyming words. bear, bar). Words are placed randomly (e.g., green, queen, clock). 9 One-syllable words containing 4 or 5 sounds including 4 One-syllable words containing 3 sounds. Foil has beginning and ending blends. Foil has some similarity to some similarity to the rhyming words. Words are placed rhyming words. Words are placed randomly (e.g., stamp, randomly (e.g., sock, book, rock). shrimp, tramp). 5 One-syllable words containing 4 sounds including 10 Two-syllable words containing a base word plus the beginning blends. Foil has some similarity to rhyming suffix “ing.” Foil has some similarity to rhyming words. words. Words are placed randomly (e.g., brick, snake, Words are placed randomly (e.g., biking, rowing, glowing). stick). 11 Two-syllable words containing a base word plus the 6 One-syllable words containing 3 or 4 sounds including suffix “er.” Foil has some similarity to rhyming words. beginning blends. Foil has some similarity to rhyming Words are placed randomly (e.g., skater, writer, waiter). words. Words are placed randomly (e.g., sock, block, cake).

2-2 Lexia Reading  Teacher’s Guide to the Student Software

5 Units Task Description Purpose Sound Match answers highlighted.) a unit,the program branches toa its beginning or endingsound. (Not the student hearsa sentencethat de words)begin withacertain thatInunits sound. 1 picture aloud. Inthe first 7units, the student clicks on theword (or representing a single word.The pr meaning into sound-discrimination activities. activities. intosound-discrimination meaning word It alsointegrates words. and endingsoundsinof beginning 6 5 4 Matching BeginningSounds 3 2 1 Sounds of Beginning Recognition skate). rand areplaced words Target initial blends. Foil has no similaritiesto target word pairs. placed randomly(e.g next to eachother(e similarities to target word pairs. Target words are placed starts withthe sound /h/.”cat,hen, mouse). as the target word (e.g., “Something that is an animal that in that starts with the sound /n/.” nest, mouse, nose). word (e.g target asthe sound read thatstarts with the sound /b/.”book,cup, fan). similarity to the target word ...... One-syllable words containing 4 soundsincluding words containing4 One-syllable asunit4, Same except target words are Foil sounds.hasno words containing3 One-syllable meaning similar a have foils the except 1, unit as Same asunit1, Same initial except one foil hasthesame have no sounds. Foils words containingOne-syllable 3 Sound Match isdesigned toincrease students’ awareness .g., bull, bed, rock). ., home,goat,hose). Three displayon-screen, each Three pictures (e.g., “Somethingthatyou can ., “Something that birds live omly (e.g., sm (e.g., omly practice version with the correct with the practice version ogram highlights and nameseach e: If a student has difficulty with difficulty has e: Ifastudent fines the target word as as wordas well fines the target oke, clock, – 3 and units 8 3 andunits placed nexttoeach othe have some similarity to target 7 Recognition of Ending Sounds 12 11 10 Sounds Matching Ending 9 8 swims that endswith the sound /k/.” duck, game, house). relationshiptarget word(e.g.,“Somethingthat tothe the sound /s/.” mouse, lamb, dog). with wordas thetarget(e.g.,ends “Ananimalwhose name bees). peas, pig, /z/.” sound the with ends that eat ending sound asthetargetword (e.g.,“Somethingthatyou trunk, harp). word pairs. Targetwords arepl ending blends. Foilmayhave randomly (e.g., robe, jet, web). – 10, One-syllable wordscontaining3sounds. Foils have no Same as unit 7, except the asunit7,except Same Same as unit7,except one One-syllable 4soundsincluding words containing One-syllable are placed words Same as target except unit 10, contai words One-syllable r (e.g., bed, mad, cake). mad, bed, (e.g., r wordpairs. Target words are some similarity totarget EARLY READING EARLY foils have a similar meaning meaning asimilar foils have of the foilshas same aced randomly(e.g., stamp, ning 3sounds. Foilmay LevelActivities 1 . . .

6 . . . . . 2 EARLY READING Level 1 Activities

Word...... Snip ...... Purpose Word Snip is designed to increase awareness of syllables and sounds in words, and to increase the ability to segment words into syllables and sounds. Task Description A picture displays on-screen. The student hears the word that the picture represents and drags down one ball for each segment in the word. When the student drags down a ball, the program dictates that segment of the word. (Note: If a student has difficulty with a unit, the program branches to a practice version where the correct number of syllables or sounds are obvious.)

Units 1 Two-syllable compound words are presented with a 1- 11 Same as unit 10, but words are presented with a ½- second pause between the syllables (e.g., lunch-box). second pause between the syllables. 2 Two- and three-syllable words are presented with a ½- 12 Same as unit 10, but words are presented with no second pause between the syllables (e.g., high-chair, ta-ble- pause between the syllables. cloth). 13 Words with 2 sounds are presented with a 1-second 3 Same as unit 2, but words are presented with no pause pause between the sounds or phonemes (e.g., o-n, m-e, k- between syllables. ey). An image is revealed as bars are pulled. 4 Two-, three- and four-syllable words are presented 14 Words with 3 sounds are presented with a ½-second with a 1-second pause between syllables (e.g., pop-si-cle, pause between the sounds or phonemes (e.g., c-a-ve, g-oo- tu-lip, cat-er-pill-ar). se). 5 Same as unit 4, but presented with a ½-second pause 15 Words with 2 or 3 sounds are presented with no between the syllables. pause between the sounds or phonemes. 6 Same as unit 4, but words are presented with no pause 16 Words with 4 sounds are presented with a 1-second between the syllables. pause between the sounds or phonemes (e.g., b-a-n-k, s-c- 7 Words with “ing” ending are presented with a 1- oo-p). second pause between the base word and the “ing” (e.g., 17 Words with 3 or 4 sounds presented with a ½-second sneeze-ing, park-ing). pause between the sounds or phonemes (e.g., m-u-d, c-r-a- 8 Same as unit 7, but words are presented with a ½- ck). second pause between the syllables. 18 Same as unit 17, but words are presented with no 9 Same as unit 7, but words are presented with no pause pause between the sounds or phonemes. between the syllables. 19 Same as unit 18. 10 Words with “er” ending are presented with a 1- second pause between the base word and the “er” (e.g., sneak-er, read-er).

7 Units Task Description Purpose Sound Slide version highlighting thecorrect answers.) has difficultywithaunit, the pr clicks on the picture that represents that word. (Note: If a student hears awordwith brief pausebe syllables andsoundsintowords. to blend syllables andsoundsin ability words, andimprovethe 9 8 7 6 5 4 3 2 1 second betweensyllables. ½-second between syllables. consonant (e.g.,fe pause between a blendedconsonant-vowel and a sounds. second betweenthe initia r-ock). (e.g., f-in,m-oon, pause between the initial sound and the remaining sounds pause between syllables. pause between syllables...... One-syllable words are presented with a ½-second Same as unit 7, but words are presented with a 1- One-syllable words are presented with a ½-second Same as unit 4. Same as unit 4. Two-syllable words are presented with a 1-second Two-syllable words are presented with a ½-second Two-syllable compound word Two-syllable compound word Sound Slide is designed to increase awareness of to increaseawareness is designed Sound Slide e-t, boo-k, hi-ll). Three pictures display on-screen.The student l sound and the remaining l sound and the remaining ogram branches toapractice tween syllables (orsounds), and s are presented with a 1- s are presented with a 11 10 14 13 12 consonant. second pause betweenablen consonant blend (e.g., pause betweenablendedconsonant-vowel anda second pausesounds. betweenthe ee-p). second pausesounds betweenthe consonant blend. second pause betweenablen One-syllable words are presented witha ½-second Same as unit 13, except words are presented with a 1- Words with three sounds are presented witha ½- Same as unit 11, except words are presented with a 1- Same as unit 9 except words are presented with a 1- toa-st, ne-st, si-nk). ded consonant-vowelanda ded consonant-vowelanda EARLY READING EARLY (e.g., r-u-g, b-a-th, sh- LevelActivities 1 . . .

8 . . . . . 2 EARLY READING Level 2 Activities

L EVEL 2 ACTIVITIES

Level 2 activities increase general letter knowledge, introduce basic sound/symbol correspondence, and reinforce listening for beginning and ending sounds. Sound/symbol correspondence for consonants, short vowels, and consonant digraphs are presented, with pictures to reinforce meaning. Consonant Tree I (t, b, m, s, k, f) Focus To increase students’ knowledge of sound/symbol correspondence for selected consonants, and to reinforce discrimination and identification of these sound/symbol correspondences in the initial and final positions. Units 14 See page 2-7

Consonant Tree II (p, g, r, n, d, z, l) Focus To increase students’ knowledge of sound/symbol correspondence for selected consonants, and reinforce discrimination and identification of these sound/symbol correspondences in the initial and final positions. Units 16 See page 2-7

Consonant Tree III (c, h, j, v, w, y) / (b/p, d/t, f/v, g/k, s/z, m/n, l/r, y/w, c/g, h/w) Focus To increase students’ knowledge of sound/symbol correspondence for selected consonants and consonant digraphs and to reinforce discrimination and identification of them in initial positions. Increases students’ ability to discriminate between letters with similar sounds in both beginning and ending positions. Units 12 See page 2-8

Short Vowel Crate (a, e, i, o, u) Focus To increase students’ knowledge of sound/symbol correspondence for the short vowels, and to reinforce discrimination and identification of these sound/symbol correspondences in their initial position. Units 9 See page 2-9

Consonant Pairs (sh, th, wh, ch) Focus To increase students’ ability to discriminate between consonant digraphs that differ only in voicing in beginning and final positions. Units 9 See page 2-10

9 letters as beginning and ending sounds within words. and endingsoundswithin as beginning letters correspondenceand sound/symbol the ability to these identify Task Description Purpose Consonant TreeII(p,g, 14 8-13 7 1-6 Units Task Description Purpose Consonant TreeI(t,b,m,s,k,f) The student can choose any letter and repeat that activity as many times as is necessary for mastery. with ends (fromtwopossibilities). the letter words, pictured or api identifies be atthe selects the letter heard demonstrates howthe letter is formed. Finally, the student either letter se a by followed letter/picture, picture.with the puzzlewith the The studentcompletesa begins with theletter sound, and is letter sound. Each and its name student choosesoneto study. Firs The student can choose any letter and repeat that activity as many times as is necessary for mastery. possibilities). (from two identifies a picture of something th of beginning orend heard atthe theletter selects either thestudent Finally, isformed. how theletter followed by a letter search orapain picture. The student completes a puzzle with the letter/picture, the letter sound, and the letter Eachletter its sound. is associated chooses oneto study.First,thest letters as beginning and ending sounds within words. and endingsoundswithin as beginning letters correspondence and of sound/symbol the initialsound identification the task, In theendingsound-identification task, thestudentchoosesbe ...... Review letters letters from units Review Review lettersfrom units 8–13 as endingsounds. Individual letters (t, b, m, s, k, f) ar f) k, Individual letters(t,b,m,s, Individual letters letters (t, b,m, Individual s, Consonant Tree II is designed to increase knowledge to increaseknowledge is designed Tree II Consonant Consonant Tree I isdesigned Seven letters displa Seven letters andthestudent on-screen Six letters display 1–6 asbeginning 1–6 sounds. morphs backandforthwiththe ginning orend of cture of somethingthatbeginsor dictated and pictured words, or the lettermorphsbackandforth udent is told theletter name and associatedwith a picture that with apicturethatbegins t, thestudentis told the letter at begins or ends with the letter the begins orendswith at ting activity that demonstrates demonstrates that activity ting k, f) arepresented inconjunctionwith a pi arch or a painting activity that that activity orapainting arch the ability to identify these student choosesbetweentwo y on-screen and the a word that begins with the letter. In letter. the with begins e that presented word in conjunctionapictureof with to increase knowledge of toincreaseknowledge dictated and r,n,d,z,l) tween two letters.Thefoilistween two letters. The foil is oneofthe letters listedabove. cture of a word that endswith that letter. one of theletterslisted above. EARLY READING EARLY LevelActivities 2 ......

10 . . . . . 2 EARLY READING Level 2 Activities

Units 1-7 Individual letters (p, g, r, n, d, z, l) are presented in conjunction with a picture of a word that begins with that letter. In the initial sound-identification task, the student is asked to choose between two letters. The foil is one of the letters listed above. 8 Review letters from units 1–7 as beginning sounds. 9-15 Individual letters (p, g, r, n, d, z, l) are presented in conjunction with a picture of a word that ends with that letter. In an ending sound-identification task, letters are compared to a foil that is one of the letters from these units. 16 Review letters from units 9–15 as ending sounds.

Consonant Tree III (c, h, j, v, w, y) . .(b/p, ...... d/t, . . . . f/v,. . . . .g/k, . . . . .s/z, . . . . m/n,...... l/r,. . . . y/w,...... c/g, . . . . .h/w) ...... Purpose Consonant Tree III is designed to increase knowledge of the remaining sound/symbol correspondences and to improve the ability to identify these letters as beginning sounds within words. The last five units work on the ability to distinguish pairs of similar sounds in both beginning and ending positions. Task Description Six letters display on-screen and the student chooses a letter to study. First, the student is told the letter name and its sound. Each letter is associated with a picture that begins with the letter sound, and the letter morphs back and forth with the picture. The student completes a puzzle with the letter/picture, followed by a letter search or a painting activity that demonstrates how the letter is formed. Finally, the student either selects the letter heard at the beginning or end of dictated and pictured words, or identifies a picture of something that begins or ends with the letter (from two possibilities). The student can choose any letter and repeat the activity as many times as is necessary for mastery. Paired letters with similar sounds (from the previous activities) display with a picture. The student must choose the correct letter for the beginning or ending sound, or identify a picture of something that begins or ends with the letter (from two possibilities).

Units 1-6 Individual letters (c, h, j, v, w, y) are presented in conjunction with a picture of a word that begins with the letter. In an initial sound-identification task, letters are compared to a foil that is one of the letters listed above. 7 Review letters from units 1–6 as beginning sounds. 8 Letters with similar sounds (b/p, t/d, f/v, k/g, s/z, m/n) are presented in conjunction with a picture of a word that begins with one of the letters. 9 Letters with similar sounds (b/p, t/d, f/v, k/g, s/z, m/n) are presented in conjunction with a picture of a word that ends with one of the letters. 10 Letters with similar sounds (p/b, d/t, f/v, g/k, r/l, l/r, z/s, n/m) are presented in conjunction with a picture of a word that begins with one of the letters. 11 Letters with similar sounds (p/b, d/t, f/v, g/k, r/l, l/r, z/s, n/m) are presented in conjunction with a picture of a word that ends with one of the letters. 12 Letters with similar sounds (h/w, v/f, c/g, w/y, y/w) are presented in conjunction with a picture of a word that begins with one of the letters.

11 to identify these letters as beginning sounds of words. and theability correspondence sound/symbol short vowel of the identification task, vowels ar 9 8 7 6 5 4 3 1-2 Units Task Description Purpose (a,Crate Vowel e,Short i, o, u) (from two possibilities). (from two the correctshortvowelfor beginningso Mixed short vowelsdisplay witha possibilities). (fromtwo with the orends letter that begins apicture of something andpictured dictated words, oridentifies student either selects the letter th thatactivity demonstrates how by followed with the letter/picture, back and forth with the picture. The student completes a puzzle picture that begins with thelett Eachletterisassociated with a nameanditssound. letter the ...... Vowels are mixed in sets of e Vowels are mixed in sets u Vowels are mixed in sets of two (o/i, o/a). o Vowels are mixed in sets of two (a/i). Individual vowels(a, Individual i) in apicture conjunction of a with word that with begins that letter.In the initial sound- Short VowelCrateis design As vowels are introduced, the student hears student the introduced, are As vowels e comparedto a consonant. of two (u/a, u/o,u/i). er sound, and the letter morphs the letter is formed. Finally, the the letter the is formed. Finally, two (e/i, e/a, e/o, e/u). ey hearatthebeginningorendof picture, andthestudentchooses aletter search ora painting ed to developknowledge ed und, or identifies g a pictureofsomethin that begins oridentifies und, ends with theletter EARLY READING EARLY LevelActivities 2 . . .

12 . . . . . 2 EARLY READING Level 2 Activities

Consonant...... Pairs ...... (sh, . . . . .th, . . . wh,. . . . .ch) ...... Purpose Consonant Pairs is designed to increase knowledge of sound/symbol correspondences for consonant digraphs, and to improve the ability to identify these consonant digraphs as beginning and ending sounds of words. Task Description Four consonant digraphs display, and the student chooses one to study. First the student hears the letter names and their sounds. Each digraph is associated with a picture that begins with the sound, and the letters morph back and forth with the picture. The student completes a puzzle with the letter/picture, followed by a letter search or a painting activity that demonstrates how the letter is formed. Finally, the student either selects the letter they hear at the beginning or end of dictated and pictured words, or identifies a picture of something that begins or ends with the letter (from two possibilities). The student chooses any consonant digraph and may repeat the activity as many times as is necessary for mastery.

Units 1-4 Consonant digraphs (sh, th, wh, ch) are presented in conjunction with a picture of a word that begins with that digraph. In the initial sound-identification task, letters are compared to a foil that is one of the digraphs listed above. 5 Review digraphs from units 1–4 as beginning sounds. 6-8 Consonant digraphs (sh, th, ch) are presented in conjunction with a picture of a word that ends with that digraph. 9 Review digraphs from units 6–8 as ending sounds.

13 14 3 gnition of high-frequency of gnition . . . . . ncywords. irregular r consonants and increase awareness of and awareness increase of consonants r ce skills with short vowels. with short ce skills e-primer high-freque reversible p). letters(b, d, ymbol correspondence, and reco and correspondence, ymbol of short-vowel words. Comprehension of sight words in sight words words. Comprehension of of short-vowel ...... one students. Emphasis on phonological awareness of sound segments reinforces reinforces segments sound of awareness phonological on Emphasis students. one EADING 150 76 150 3-5 3-5 3-2 3-3 3-4 To develop sound/symbol corresponden develop To To develop automatic recognition of pr recognition of automatic develop To of visual discrimination develop To e ability to map sounds onto letters. map soundsonto to ability and the awareness phonemic reinforce To fo sound/symbol correspondence reinforce To 7 (increasing in 7difficulty (increasing fromtwo to fivevowels) 28 in 9difficulty (increasing letters)fromoneto four 28 12 R See page See page See page See page See page See page See page See page initial andfinal sound segments. Short Vowel Match Short Vowel Focus Units Sight Word Search Sight Word Focus Units Words p d, Sort b, Focus Units Focus Units Words Consonant Castle Focus Units Words Sounds Letters to CTIVITIES 1 A OUNDATION EVEL ...... words for mid-Reception to early year early to mid-Reception for words recognition automatic for necessary strategies word-attack phrases is also reinforced. also is phrases L sound/s skills, awareness phonemic improve activities 1 Level F 3 FOUNDATION READING Level 1 Activities

Sounds...... to. . . .Letters ...... Purpose Sounds to Letters is designed to reinforce phonemic awareness skills, and to develop the ability to map sound patterns onto letter patterns. Its activities involve short-vowel CVC words. Prerequisite Phonemic awareness of sounds in CVC words. Task Description Sounds to Letters consists of two tasks:

1. Each seal represents a sound and is a placeholder for each sound position. The student hears the word and drags a token down to the initial, middle, and final sound spot. The program repeats the sounds after the student drops the tokens to the correct sound position, and then repeats the whole word when the student finishes.

2. The student hears the word and drags down the correct letters to spell the dictated words. The program repeats the sounds after the student moves the letters (Move-It-And-Say-It- Technique), and then repeats the whole word when the student finishes.

Units 1-2 short-a words Short-a Words 3-4 short-i words bag, bat, cab, can, dad, fan, ham, hat, mad, man, map, mat, nap, pan, rag, rat, sad, tag, wag, van 5-6 short-a and -i words Short-i Words 7-8 short-o words bib, big, fin, him, hit, kid, lid, lip, pig, pin, wig, win 9-10 short-a and -o words Short-o Words 11-12 short-i and -o words cop, dog, dot, fog, hop, hot, job, jog, log, mop, pop, pot, sob, top, hog 13-14 short-u words Short-u Words 15-16 short-i, -o, and -u words bug, bun, bus, cub, cup, gum, hut, mud, mug, nut, rug, run, 17-18 short-a, -i, -o, and -u words sub, sun, tug Short-e Words 19-20 short-e words bed, hen, leg, men, net, peg, red, ten, vet, web, wet 21-22 short-e, -o, and -u words 23-24 short-e and -a words 25-26 short-e and -i words 27-28 random short-vowel words

15 consonants. Units Task Description Prerequisite Purpose Consonant Castle dragon number the and correct of responses display. castle at the bottom of the screen. When the castle is complete, a to complete the spelling of dictated segments withinsegments words. consonantsto and increase awarene beginning for ending correspondence and sound/symbol v t s r p n m l k j h g f d c b 9 8 7 6 5 4 3 2 1 Units 1-9, Beginning Sounds has ...... lad, led, lid, log, lap, log, lad, lid, led, jab, jet, job, jam, jug, jog jug, jam, job, jab, jet, fan, fit,fog, fed, fig, fox, fat,fun, fib fin, tap, ten, tap, tab, tip, top, tug, tan,tag red, rot, rug, rib, run, rob, rat, rip, rid, ran sap, six, sob, sip, set, sub, sun, sat, sad, sag sad, sat, sun, sub, set, sip, sob, six, sap, cup, cub, cap, cut, can, cat, cob cat, can, cut, cap, cub, cup, van, vet, van, vim kid, keg, kit keg, kid, b, d, p, g p, d, b, s f, g, p, b,n m, d, y, j, k, v z, l, p,w,g, n d, f,c h, t, m, s, b,r r b, m, s net, nod, nip, nod, nut, net, nap, not hen, hug, ham, hat, hum, hut, hid,had, hog, hit, him, get, got, gap, gum pan, peg, pan, pop, pin, pig, dig dog, dim, dot, den, dip, dam, did, dug, dad, bad, box,bet, bus, bud, bu mad, men, mop, mud, mug, map, met, mat, mum mat, met, map, mug, mud, mop, men, mad, Consonant Castle is Castle Consonant to designed reinforce Knowledge ofKnowledge sound/sym The The student clicks the in lip, let, lit, lot, leg lot, lit, let, lip, pat, pot, pat, put pet, pen, n, big, bit, bug, beg, bug, bit, but big, n, words. Correct responses build a ss of the initial and sound final ss the initial of bol correspondence for itial or final consonant z y w s d p b t x n m g 12 11 10 Sounds Ending 10-12, Units van, win van, leg, pig bag, sad, had, dad bet, cat, dot, wet, get, got, jet, lot, met, not, pat, rot pat, not, met, lot, jet, got, get, wet, dot, cat, bet, bus, yes bus, zip, zap zip, box, fox, six, wax, mix, fix mix, wax, box, six, fox, yet, yip, yes, yap yes, yip, yet, can, hen, fin, fan, men, pan, dog, wig, mug, log, jog, hug, fog, dug, bug, big, beg, bed, Ted, fed, hid, kid, led, lid, mad, mud, nod, red, red, mud, lid, nod, led, mad, kid, fed, bed, hid, Ted, hop,mop, dip, lip, cup, rip, sob,rib, sub,web, tap, top, ten, tip, ham, hem, hu him, p,d, s t, b, n g, m, x FOUNDATION FOUNDATION READING tab, tug, tan, tag job, cab, job, rub rob, m, jam, m, Sam, Pam pen, sun, run, ran, ten, sip, top, tap, lap, zip, map LevelActivities 1 ...... 16 . . . . . 3 FOUNDATION READING Level 1 Activities

Sight...... Word ...... Search...... Purpose Sight Word Search is designed to develop automatic recognition of pre-primer high-frequency irregular words in isolation, in phrases, and in sentences. Prerequisite Basic knowledge of letters. No previous knowledge of pre-primer sight words is required. Task Description Sight Word Search consists of three tasks:

1. The program dictates and spells a word as it displays on- screen. The student finds the word hidden in the picture and clicks it.

2. The student constructs the same word from letters scrambled on-screen (includes one foil letter), first by copying them, and then from memory.

3. The program dictates a phrase that is displayed on-screen with a missing word. The student clicks a word (from two or more) to complete the phrase.

Units 1 the 19 you 2 to 20 where 3 phrases from units 1 & 2 21 phrases from units 19 & 20 4 here 22 phrases/sentences with words from units 14, 15, 19, 20 5 down 23 automaticity game 6 phrases from units 4 & 5 24 blue 7 phrases/sentences with words from units 1, 2, 4, 5 25 yellow 8 automaticity game 26 phrases 24 & 25 9 one 27 phrases/sentences with words from units 19, 20, 24, 25 10 two 28 automaticity game 11 phrases from units 9 & 10 12 phrases/sentences with words from units 4, 5, 9, 10 13 automaticity game 14 come 15 said 16 phrases from units 14 & 15 17 phrases/sentences with words from units 9, 10, 14, 15 18 automaticity game

17 correspondencerequired. correspondencefor vowels short required. Units Task Description Prerequisite Purpose Sort b,d,p Units Task Description Prerequisite Purpose Short VowelMatch vowel sounds to key words and pictures. fivevo all containing exercises vowels (a two i) introducing and that word key beginsthe with vowe b, p. letters and d, sortsletters d/p, b/p, to developto recognition. automatic complex combinationsfrom ranging one ofreversible discrimination these letters confused and easily reversible correspondencefor the vowels. short 7 6 5 4 3 2 1 5 4 3 2 1 ...... a, i, o, u, e u, o, i, a, u e, i, a, i, o, e u, u o, e, a, o, e a,i, o a, i big,dig, pig bit,dit, pit bi, pi di, ip ib, id, d, b, p Sort b, d, b, Sort on focuses p between differences the the Short Vowel Match is design is Match Vowel Short No previousNo of knowledge sound/symbol No previousNo of knowledge sound/symbol Each vowel is associated with an illustrated an with illustrated associated vowel is Each Two boxes appear on the screen. The student or b/d or letter clusters that include the wels. matchesstudent The short- and progressesand sy letters in more progressively l sound. The activity begins by begins activity The sound. l b, p. and d, It requires visual ed teach to sound/symbol to four letters. It istimed stematically to stematically u o i e a Words Key 9 8 7 6 igloo elephant apple octopus umbrella ribs, rids, rips rids, ribs, ding,bing, ping prag drag, brag, gib,gid, gip FOUNDATION FOUNDATION READING LevelActivities 1 ...... 18 . . . . . 3 FOUNDATION READING Level 2 Activities

L EVEL 2 ACTIVITIES

The activities in Level 2 are designed to reinforce word-attack strategies necessary for automatic recognition of high- frequency sight words, short-vowel CVC words, and short-vowel words with blends and digraphs. There is continued emphasis on sound-segmentation skills at the word level as well as comprehension at the word, phrase, and sentence levels.

Sounds to Letters II Focus To reinforce phonemic awareness and the ability to map sounds onto letters. Units 20 Words 150 See page 3-7 Consonant Blast Focus To reinforce sound/symbol correspondence for consonants, consonant digraphs and consonant blends in initial and final positions in one-syllable words. Units 15 Words 150 See page 3-8 Sight Word Search II Focus To develop automatic recognition of primer high-frequency irregular words Units 28 See page 3-9

Short Vowel Bridge Focus To develop automaticity for sound/symbol correspondence with short vowels and reinforce sound-segmenting skills. Units 10 Words 70 See page 3-9 Picture-Word Match Focus To reinforce reading comprehension skills by matching pictures to words, phrases, and sentences. Units 12 (increasing in difficulty from two to five vowels) See page 3-10

19 activities containing activities letter onto Practice patterns. patterns to sound ability to the map and skills develop awareness CVCC words. to the ability and appl words CVC consonantsvowels. short and awarenessPhonemic soundsof in 1. Task Description Prerequisite Purpose Sounds toLettersII Units 2. golf melt mask, belt, desk, list, vest, dust, nest, rest, lamp, camp, band, sand, land, bend, pond, bump, damp, mint,hand, tent,dump,pump, ramp,jump, sink, wind, pink, dent, wink, CVCC Words twin trot, swim, spot, step, stem, stop, scab, glad, grin, frog, flag, drip, drum, clip, crab, club, clam, clap, Words CCVC bag, wet, web, can,cab, bat, vet, ham, fan, dad, cat, sob,pot, pop, mop, fin, top, big, bib, hog, bug, bun, bus, cub, cup, gum, hu CVC Words 17-20 11-16 3-10 1-2 ...... finishes. student moves theletters (Move-It-And-Say-It-Technique), student drags letters to downThe spell di the correct the clicks the check. after the student drops the tokens to the soundcorrect position, and then therepeats whole word when the student check soundsthe repeats are they when program done.The downmiddle,initial, the to sound final and spot clicksand the hear student sound The position. Each color so paint a represents mixed CVC mixed CVC and CCVC mixed random mixed CCVC and CVCC Sounds to Letters II is de Knowledge ofKnowledge sound/sym CCVC and CVCC words. Soundsto LettersconsistsII of two tasks: with CVC is words by followed t, mud, mug, nut, rug, y this knowledge to this and y CCVC knowledge und and is a placeholder for a for a is and placeholder und s theword and drags a token signed to reinforce phonemic bol correspondence for him, hit, kid, hit, lip, him, lid, kid, pig, hat, map, man, mad, run, sub, sun, tug, cop, dog, dot, , colt, milk, gift, raft, bank, bunk, junk, cold, fold, gold, b ctated words.soundsthe after the repeats program The and then repeats the whole wordwhole the student the when repeats then and pin, wig, bed, win, mat, nap, ra mat, rag, pan, FOUNDATION FOUNDATION READING leg, hen, men, fog, hop, hot, job, jog, log, mum, t, sad, tag, wag, van LevelActivities 2 net, peg,net, te red, ...... ald, 20 n, n, . . . . . 3 FOUNDATION READING Level 2 Activities

Consonant...... Blast ...... Purpose Consonant Blast is designed to reinforce sound/symbol correspondence for beginning and ending consonant digraphs and blends in one-syllable words (CCVC and CVCC), as well as beginning consonants in CVC detached syllables (word parts). It helps to increase students’ awareness of initial and final sound segments within words and detached syllables. Prerequisite Familiarity with sound/symbol correspondence for consonants and consonant digraphs. Task Description Consonant Blast consists of two tasks:

1. The student completes the spelling of dictated words by selecting the correct initial or final consonant, consonant digraph or consonant blend. Total possible responses in each session: 10. Untimed.

2. The student listens to a dictated word (or detached syllable), and clicks it as quickly as possible. Timed.

Units 1 sh, wh much, rich, such, which ship, shop, shot, shut, shelf, shell lick, rock, sack, sock, neck, stuck, back, kick, sick, black, whip, when, which, whack pick, check, Jack, deck, Rick, lock, block, duck, luck 2 th, ch 10 nt, lk that, this, thin, then, than, them, thank, think, thing, thick sent, hunt, dent, tent, went, rent, mint, bent chat, chop, chin, check, chunk milk, silk, bulk, hulk, sulk 3 st, sn, sk 11 ng, nd step, stop, still, stand, stick, sting, stuck, stump, stung ring, lung, rang, sing, song, hung, king, long, wing, bring, snap, snag, snip, snack, sniff thing, bang, sang skip, skunk, skin, skill pond, band, bend, sand, send, hand, land, end 4 sl, sp, sm 12 nk, st slam, slid, slip, sled, slap bank, wink, sink, sank, tank, pink, drink, think, junk, sunk, spun, spot, spit, spin, spell, spill skunkdust, list, lost, rest, rust, nest, best, fast, west, test smell, smack, smash, small 13 ft, mp 5 gr, gl, tr gift, soft, lift, drift, shift, swift, raft, craft, draft grab, grin, grip, grass dump, pump, damp, jump, stamp, camp, lamp, chimp, glob, glad, Glen, glass bump trip, trap, trot, track, trick 14 m, n, r, v, h 6 cl, dr, fl min, mon, mun, mel, mex, mod, mul clam, club, clap, clip, cloth, cliff, click, clock nas, neg, nev, nom drop, drip, drag, drum, dress, drink rab, ras, rec, ref, rel, rep, res flap, flag, flash, flock, flat, flip vel, val, vac, ven, vin 7 br, pl, bl hab, han, hap, het, hic, hin, hob, hos bran, bring, brick, brush 15 t, s, l, b, p plan, plum, plot, plop, plug, plant, plus tum, tem, tes, tet, tim, toc block, blink, bless, black, blast, blank sab, sac, sal, sec, sen, sep, seg, sil, sim, sud, suf, sug, sul, sus 8 sh, th lan, las, lat, lav, lec, lem, lep, lev, lex, lib, lim, lin, lof, lum dish, fish, wish, hush, rush, crash, flash bal, bam, bod, bas, bom, bev, bis, bon, bos, bot, buf moth, math, with, cloth, bath peb, pel, pes, pol, pon, pom, pos, pud, pul, pum 9 ch, ck

21 on discrimination short-vowel medial inof context word. the a is words. CVC for Emphasis skills sound-segmenting develop and of sound/symbolretrieval the phrases,in and sentences. in recognition primer of high-frequen short vowels. 3. 2. 1. Task Description Prerequisite Purpose Sight WordSearchII Task Description Prerequisite Purpose Short VowelBridge Units problems. timed, and only go to the untimed task if the student is having then goesto task.timed the subsequentAll activitiesstart out as all The five first vowels. activity containing is exercises and untimed contrastingvowels two (a i), and wordstheclicking by correct 10 9 8 7 6 5 4 3 2 1 from units 1, 2, 4 & 5 & 4 2, 1, units from ...... complete the phrase.the complete missing word. student clicksThe a word(from 2 or more), to The program dictates a phrase that memory.from then on-screen (includes one letter foil wordscrambled same the letters from constructs student The the finds student wordThe hidden inpicture,the clicksand it. dictates and program The spells a word as it displays on-screen. are automaticity game phrases and sentences with words 5 & 4 fromunits phrases they what 2 & 1 fromunits phrases there all do Sight WordSearch desi is II Short Vowel Bridge is design is Bridge Vowel Short Ability to read pre-primer sight words. sight read pre-primer to Ability Knowledge ofKnowledge sound/sym The The student completes the spelling of dictated of consists tasks: II three Search Word Sight vowel. The exercises begin by correspondencesshort for vowels and systematically progress to to progress systematically and cy irregular word irregular cy ):first bycopying them,and is displayed on-screen with a gned to developautomatic ed to increase automatic automatic increase to ed 19 18 17 16 15 14 13 12 11 words from units 9, units from 14 10, 15 & words 4, units from 5, & 9 10 words bol correspondence for three automaticity game phrases sentences and with phrases units from 14 & 15 who was automaticity game phrases sentences and with phrases units from 9 & 10 s in isolation, in s FOUNDATION FOUNDATION READING 21 20 28 27 26 25 24 23 22 words from units 19, 20, 24 & 25 & 24 19, units from 20, words 20 & 19 14, units from 15, words phrases units from 19 & 20 four automaticity game phrases sentences and with phrases units from 24 & 25 brown black automaticity game phrases sentences and with LevelActivities 2 ...... 22 . . . . . 3 FOUNDATION READING Level 2 Activities

Units 1 a, i (untimed, then timed) a words bag, bat, dam, fan, fat, gas, ham, hat, jab, lad, 2 a, o, i lap, mad, nag, pan, sap, van, wag 3 a, i, u i words bib, bid, big, bit, did, dip, fit, him, hit, kid, lid, nip, pig, rib, sip, tip, win, yip 4 a, i, o, u o words box, cop, dog, fog, fox, got, hog, hot, job, log, 5 o, e mop, nod, pop, rot, sob, top 6 u, o, e e words beg, bed, bet, den, fed, get, hem, jet, led, men, 7 a, o, u, e net, peg, red, set, ten, vet, web, yet 8 i, e u words bud, bun, bus, cup, dug, fun, hum, hut, mud, 9 u, i, o, e nut, rug, run, tub 10 a, i, o, u, e

Picture-Word...... Match ...... Purpose Picture-Word Match is designed to reinforce reading and listening comprehension skills. It gives practice in reading short-vowel CVC and CVCC words in the context of increasingly complex phrases. Listening skills are enhanced by answering silly questions. Prerequisite Familiarity with sound/symbol correspondence for consonants and short vowels. Task Description Picture-Word Match consists of three tasks:

1. Choose one of three pictures to match a word or phrase.

2. Choose one of three words or phrases to match a picture.

3. Answer simple yes or no questions about the new words that have been learned.

Units 1 (a) bat, can, dad, map, van, pan, cat, hat 11 & 12 (in & on phrases) in a box, in a can, in a jug, 2 (a, i) cat, fan, man, bat, bib, pig, pin, lip in a mug, in a net, in a pot, on a can, on a jet, on a bed, on a box, on a sub, on a pin, on a log, on a rug, on a nut 3 (a, i, o) hat, fin, wig, log, pig, dog 4 (a, o, e) mat, dad, dog, box, bed, web, pot, jet 5 (e, o, u) hen, jet, mop, pot, rug, bug, nut, mum a words bat, can, cat, dad, hat, pan, fan, map, man, mat, 6 (i, o, u, e) lid, fox, tub, gum, vet, net, rug, bed van 7 (a, i, e, u) gas, wig, leg, pen, cub, jug, fan, bib i words bib, lip, fin, lid, tin, pig, wig, pin 8 (a, i, o, u, e) dad, lip, top, pup, sub, ten, mug, web o words log, mop, dog, box, fox, pot, pop, top 9 (adjective phrases) hot cup, hot dog, hot pot, mad e words bed, leg, net, vet, web, jet, pen, ten, hen cat, wet bus, wet hen, wet fox, tan bug, tan nut, red bus, u words bug, bun, cub, hut, mug, nut, rug, sub, tub, red pin, red box, red hat pup, cup, gum, jug, mum 10 (adjective phrases) hot pan, hot pig, hot mug, hot adjective words hot, mad, tan, red, wet sun, wet hat, wet dog, wet web, tan bat, tan fox, red top, red cup, red van, red bug

23 comprehension at phrase,levels. word, sentence the and and at level, skills word the emphasissound-segmenting on continued is There words. (silent-e) long-vowel attackstrategies that necessaryare for Level 3activities reinforce automatic recognition of high-frequency sight words. The level also incorporates the word- L EVEL 3A CTIVITIES Units Focus ScoreSilent -e Words Units Focus Find Fast Words Units Focus SwitchSilent -e Units Focus Sight Word Search III Words Units Focus Sound Change visual and auditory discrimination activities. discrimination visual auditory and See pageSee pageSee pageSee See pageSee pageSee 14 10 21 26 10 To reinforce concept the theof silent-emarker long-vowel for sounds. To reinforce automaticity by matching wordspictures. with l and short- with automaticity develop To To develop automatic recognit To reinforce sound and segmentation 3-14 3-13 3-12 3-15 3-12 85 90 75 automatic recognitionautomatic of words and blends short-vowel with digraphs, as as well ion of first-grade high-frequency irregular sight words. sight irregular high-frequency first-grade of ion sound/symbol correspondencesound/symbol skills. ong-vowel silent-e by marked words through FOUNDATION FOUNDATION READING LevelActivities 3 24 . . . . . 3 FOUNDATION READING Level 3 Activities

Sound...... Change ...... Purpose Sound Change is designed to increase sound- segmenting and word-recognition skills for short-vowel CVC words. Prerequisite Knowledge of sound/symbol correspondence for consonants and short vowels. Task Description Sound Change consists of two tasks:

1. The student clicks a letter to change the dictated word to a new word, e.g., “Change bun to sun.”

2. The student clicks dictated words from a list. Correct responses gradually build a robot who jumps up and down when the task is complete.

Units 1 bat, hat, fat, mat, sat, cat, rat 6 bib, bin, bid, bit, big 2 lab, cab, nab, jab, tab, gab 7 lid, lip, tip, sip, sit, pit, pig, fig, fin, fit, hit, him, hid 3 dog, dot, lot, log, fog, jog 8 bit, big, bag, bug, but, bat, bad, bed, bet 4 bug, bun, bus, bud, but 9 ham, him, hid, hit, hat, hot, hut, hum 5 let, vet, get, net, pet, pen, hen, men, met 10 bat, fat, fit, pit, pet, pot, lot, let, lit, lip, lap, tap, tag, tug, hug, bug, bag

Sight...... Word ...... Search...... III ...... Purpose Sight Word Search III is designed to develop automatic recognition of first-grade high-frequency irregular words in isolation, in phrases, and in sentences. Prerequisite Ability to read pre-primer and primer sight words. Task Description Sight Word Search III consists of one task, plus a set of review tasks:

1. The program dictates a word as it is displayed on the screen. Then the student searches for the word hidden in a grid of letters. Review:

1. The student clicks the dictated words.

2. The student unscrambles letters to spell dictated words.

3. The student clicks a word to complete the phrase.

25 short andvowels, long and functionthe the of marker. silent-e Silent-e Switch Units Easy short-Easy long-vowel and Units 3. 2. 1. Task Description Prerequisite Purpose progresses to words with beginning withbegins activity The words. recognition short-vowelof word 5 4 3 2 1 8 7 6 5 4 3 2 1 mist, rich, ship, spin, spit, whip, with whip, spit, spin, ship, rich, mist, p, win, strip, tim, shin, spit, slid, spin, quit slim, that fast, mast,lamp, hang, past, rash,ramp, sash, snap, stab, pave, rake, lake, name, safe, wade, band, camp, cash, chat, mat, rat, scrap, glad time, rude, made, eve, ga get, pan,nip, hope, bite, here, vet, ape, tug, yes,sore, rob, ...... clickson wordthe thator he hears.she displayon As screen. eachthe long-vowel (silent-e) words into two boxes. Then all of the words wordthe short-vowelhears student and words sorts The and vowelwords (silent-e) twointo boxes. short-vowel In the units some student sorts words long- and The student hears a hears wordpicture. student clicksand The on correct the review units 5–7 every of from review units 1–3 walk were some long or short i short or (Tas long or long short a (Task 3) bit, di (Taskap a 2) short or long (Taskat, a 3) short or long all vowels (Task 1) bag, map, hem, kid, mob, jug, fun, Silent-e Switch is Switch Silent-e designedto develop automatic Knowledge ofKnowledge sound/sym , sam, man,van, plan Silent-e Switch consists three of tasks: k 2) chip, dish, fish, fist, limp, list, list, limp, fist, fish, dish, chip, 2) k me, five, dune me, cube, pole, (silent-e) words (CVC, CVCe) 9 14 13 12 11 10 game) (concentration-style word e, cave, fade, late, make, make, late, fade, cave, e, simple CVC and CVCe words, and cap, can, cap, fad, fat, mad, s versus (silent-e) long-vowel word ispronounced, student the m, fin, pin, hid, rid, rip, and ending blends and digraphs. once just 1–11 units review 9–11 units review old any bol correspondence for 10 10 9 8 7 6 lump, much, mush, pump, rust, spun, stun, sung June, mule, rule, tube, tune, use, bust, chum, dump, dust, poke, note, rope,mole, pole,hole vote, woke, moth, pond, shot, song, spot, plus: mop, 4, hop, cop, not, step, test, went test, step, bend, best, mend, ne 22 21 20 19 18 17 16 15 long or short u (Task 2) cube, cute, dude, Duke, dune, o, i, short or long o short or long (Task c 2) a, short or long o i, (Tas give review units 18–20 know could want review units 14–16 again have long or shortor long e 2) (Task FOUNDATION FOUNDATION READING st, pest, rent, pest, st, shed, sent, send, stem, u (Task 3) cub, cut, dud, tub, us rob,slop, rod glob, tot, k 3) Words from Units 2 and 2 Units from Words 3) k stop, bone, cone, hope, joke, Pete,Steve,theme,these, hop, cost, lost, long, drop, 26 25 24 23 game) word (concentration-style LevelActivities 3 review units 14–21 units review 22–24 units review round live ...... 26 . . . . . 3 FOUNDATION READING Level 3 Activities

Medium difficulty short- and long-vowel (silent-e) words (CCVC or CVCC, CCVCe) 11 all vowels (Task 1) 18 long or short a, o, e (Task 3) 12 long or short a, i, o (Task 3) 19 long or short a, o, e (Task 2) 13 long or short a, i, o (Task 2) word list for Units 11-19 and, lend, crib, frog, drum, 14 long or short a, i, o (Task 3) plum, shed, rang, west, with, twig, spot, stub, hand, shake, theme, spine, choke, flute, grade, bribe, these, froze, 15 long or short i, o, u (Task 2) prune, crime, whale, stole, plane 16 long or short a, i, o, u, (Task 3) 17 long or short a, i, o, u (task 3)

Difficult short- and long-vowel (silent-e) words 20 all vowels (Task 1) word list for Units 20-21 quack, dress, crisp, block, 21 all vowels (Task 3) cluck, skunk, spring, plant, spent, which, frost, stump, prompt, drank, blaze, scrape, Steve, stripe, globe, flute, quite, stroke, brute, theme, blade, while, chose, plume

Fast...... Find...... Purpose Fast Find is designed to develop automatic recognition of short-vowel words containing consonant blends and digraphs, and long-vowel words marked by silent-e, with or without consonant blends and digraphs. Matching pictures with words and completing sentences emphasizes meaning and comprehension. Prerequisite Familiarity with sound/symbol correspondence for consonants, consonant blends and digraphs, short vowels, and long vowels (silent-e). Task Description The student matches words with pictures (first untimed, then timed).

Units 1 short-vowel words with ending consonant blends or digraphs: bell, tent, sand, hand, bank, king, hung, nest, vest, lamp, pump, milk, belt, path, bath, sack, neck, pond 2 short-vowel words with beginning consonant blends or digraphs: stop, frog, crab, sled, clam, club, trap, drum, skin, flag, ship, shop, whip 3 words from units 1 & 2 4 short-vowel words with both beginning and ending consonant blends or digraphs: shelf, blimp, drink, brush, crust, stump, plant, frost, cloth, strap, splash, stamp, bench, clock, chest 5 words from units 1, 2 & 4 6 long-vowel (silent-e) words without consonant blends or digraphs: cape, cone, cave, bone, cane, cake, fire, gate, kite, hole, hose, home, lake, bike, rake, safe, vine, nose, rose, wave, vase 7 words from units 4 & 6 (CCVCC, CVCe) 8 long-vowel (silent-e) words with consonant blends and digraphs: crate, plane, grape, plate, flame, prize, stripe, spike, bride, spine, globe, shore, stone, smoke, store, flute 9 words from units 6 & 8 10 words from all units

27 short vowelsfulong the and Units Task Description Prerequisite Purpose Silent-e Score More difficult short-vowel words (CCVCC) short-vowelEasy words and (CVC) digraphs. blends vowelsconsonant words complex more in and with orCVCe words,systematicallyand begin Exercises contrastingby two correctly, spelled is word the spelling of complete a word, dictated then If clicks the ball. the silent-e as signala (marke 14 (a, i, o, i, (a, 14 e, u) o, i, (a, 13 e) 12 (a, e, o, u) 11 (a, o, e) o, i, (a, 10 u) 9 (a, i,o) 8 (a, i) 7 (a, i,o, e, u) 6 (a, i,o, e) 5 (a, e, o, u) 4 (a, o, e) 3 (a, i,o, u) 2 (a, i,o) 1 (a, i) ...... Silent-e Score is designed to reinforce the concept concept of the to is Score reinforce designed Silent-e Knowledge ofKnowledge sound/sym The student clicks the correct vowel to vowel correct clicks the student The r) for the long-vowel sound. long-vowel the for r) the student scores a basket. nction of nction silent-ethe marker. progress five all contrasting to vowels (a and i) in simple CVC simple in i) and (a vowels long-vowel words: CVCe) (silent-e, bol correspondence for and long-vowel and (sile sap, wag van, bat, bag, gas,ham, fan, jab, lad, lap, tempt flesh, length, left, rest, shed, shelf, speck, spent, step, flash, rang, grasp, grab, sp shade, stake, whale, back, blank, chant, clang, cramp, draft, nip, pig, rib, sip,rib, pig, tip, nip, win di bid, did, bit, big, wide, tire, skill, slid, spring, strict, string, think, trick, trip trick, think, strict, string, spring, skill, slid, blimp, while, tribe, shine, strive, flock, frost,strong pond, moth, lost, long, shone, stole, stroke, those, bl mop, pop, rot, sob, top woke, pole, cop, dog, fog, got, hog, hot, job, log, nod, stuck, stump, trunk chunk, crust, dump,flung, munch, scrub, spun, struck, tune, bud, bun, cup, dug, fun, i words u words e words o words i words a words u words e words o words a words peg, red, peg, yet set, web, vet, ten, nt-e, CCVCe) words: CCVCe) nt-e, bite, dime, dive, hike, life, dive, hike, dime, bite, e, gripe, drive, prize, crime, gripe, quite, bribe, chive, late, lake,name,male, rake,pave, safe, wade, Steve, these, theme, blend, check, crept, dent, dent, crept, check, blend, theme, these, Steve, blade, blaze, brave, crate, grave, plane, scrape, here, Pete, bet, den, fed, broke, choke, close, drov bone,hole, joke, cone, mole, rope, note, poke, brute, crude, plume, crude, brute, cube, cute, dude, dune, mule,pure, rule, tube, FOUNDATION FOUNDATION READING rang, splash,rang, whack tramp, ock, blond, chop, clock, drop, p, fit, him, hit, jig, kid, jig, p, hit,lid, him, fit, hum, hut, mud, rug, run, tub crisp, pinch, filth, drift, prune, blunt, brush, blunt, prune, LevelActivities 3 mad, man, nag, man, mad, pan, get, jet, led, men, net, nine, pile, rise, size, e, froze, globe, quote, ...... 28 . . . . . 3 FOUNDATION READING Level 4 Activities

L EVEL 4 ACTIVITIES

Level 4 activities reinforce word-attack strategies necessary for automatic recognition of words containing vowel combinations and vowel-r, as well as to review short- and long-vowel (silent-e) words. There is continued emphasis on phonological awareness and sound-segmentation skills at the word level. Exercises containing sentences and paragraphs are included to reinforce comprehension by providing practice in applying word-attack strategies to contextual material. Conceptual reasoning activities are introduced to emphasize higher-order thinking skills.

Word Hunt Focus To apply word-attack strategies in context by reading sentences and paragraphs. Units 20 See page 3-17

Sight Word Search IV Focus To develop automatic recognition of second-grade high-frequency irregular words. Units 26 See page 3-17

Word Stairs Focus To reinforce sound/symbol correspondence for vowel-r combinations through word construction and sentence reading. Units 13 (with six branching practice units) Words 65 (vowel-r) plus sentences See page 3-18 Pirate Ship Focus To reinforce sound/symbol correspondence and develop automaticity with vowel- combination words. Units 28 Words 190 See page 3-19 Group It I Focus To emphasize meaning and develop conceptual reasoning skills by associating related words. Units 13 See page 3-20

29 isolation, phrases, sentences. in and recognition secondof grade high consonantlong blendsand digraphs, shortvowels. and and ofknowledge sound/symbol consonants, for correspondence sight words. sight CCVCC, CVCe, CCVCe) CCVCC, CVCe, CCVCe) Unit 1 Unit Task Description Prerequisite Purpose Word Hunt 3. 2. 1. 2. 1. Task Description Prerequisite Purpose Sight WordSearchIV 11 Units 8 Units 6 & 7 Units 5 Unit 3 & 4 Units 2 Unit and review exercises: review and paragraphs. in then and first sentences related in systematically, presented presented inLevels1–3(CVC, CCVCC, CVCe and CCVCe) are blank a in seriesof sentences. strategies to reading in context. comprehension reinforcingby the ofapplication word-attack Review: ...... The studentThe clicks a word to complete the sentence. dictatedunscrambles spell student to letters words.The words. clicks dictated the student The word. Frommemory, the student types missingthe letters to spell the dictatesa word,program it but isThe not displayedon-screen. copies dent wordthe by in. it typing stu- a worddictates The displaysit on-screen. as program The – 10 – sentences containingsentences long-vow containingsentences short-vowel wo containingsentences sh 20 Word is Hunt to designed improve reading Sight Word Search IV is de sentences containing a mixture of mixture and a words short-vowel containing sentences long-vowel(silent-e) words (CCVC, CVCC, sentences containing long-vow sentences words containing begi with short-vowel paragraphs a containing An ofsilent-e understanding the marker and Ability to read pre-primer, primer, and first-grade and primer, read pre-primer, to Ability Sight Word Search IV Search Word Sight ofconsists two tasks The student clicks the correct word to fill in a Words containing conceptsthe -frequency irregular words in words irregular -frequency ort-vowel words (CVC) signed to develop automatic el (silent-e) words (CVCe) words (silent-e) el mixture ofmixture short-vowel and words long el (silent-e) words with (silent-e) el blends words (CCVCe) digraphs and rds with beginning rds bl ending or with nning endingand blends (CCVCC) digraphs or ends or digraphs (CCVC, CVCC) -vowel (silent-e) words (CCVC, CVCC, FOUNDATION FOUNDATION READING LevelActivities 4 ...... 30 . . . . . 3 FOUNDATION READING Level 4 Activities

Units 1 does 10 would 19 first 2 many 11 your 20 always 3 very 12 review units 9–11 21 review units 18–20 4 review units 1–3 13 review units 1–11 22 before 5 goes 14 because 23 which 6 says 15 friend 24 green 7 been 16 buy 25 review units 22–24 8 review units 5–7 17 review units 14–16 26 review units 14–24 9 why 18 orange

Word...... Stairs ...... Purpose Word Stairs is designed to reinforce sound/symbol correspondence for vowel-r combinations. It provides practice in constructing single words, recognizing words (in isolation as well as in context), and segmenting words into single consonants, consonant blends and digraphs, and vowel-r combinations. Prerequisite Knowledge of sound/symbol correspondence for consonants, consonant blends and digraphs, and vowel-r combinations. Task Description Word Stairs consists of two tasks:

1. The program dictates vowel-r words and the student spells them by clicking letters or letter clusters. The letters must be chosen and placed on a red line in the correct order. Each time the student spells a word correctly, the slinky climbs another step.

2. The student clicks vowel-r words to complete sentences.

Units 1 or, ur words 8 ar, or, er sentences 2 or, ur sentences 9 ar, or, ir words with blends 3 ar, ir words 10 ar, or, ir sentences with blends 4 ar, ir sentences 11 ar, or, ur words with blends 5 ar, or, ur words 12 ar, or, ur words with blends 6 ar, or, ur sentences 13 sentences with two incomplete vowel-r words 7 ar, or, er words

31 Or: combinations. consonants,consonant blends and digraphs, and vowel 2. 1. Task Description Prerequisite Purpose Pirate Ship Units 1. depending on depending unit: the Sentences forincluded are comprehension. th of words recognition automatic correspondencefor vowe selected 14 13 12 11 10 9 8 7 6 5 4 3 2 1 ...... Students complete sentences by clicking the correct vowel word. by the incomplete sentences spell to combination complete clickingcorrect Students the digraph as go must Students program. bythe A list of words displays and the student clicks on words dictated vowel of word the spelling byclicking combination. correct the a wordthe dictates completes student the and program The oo, oi, ay oi, oo, oa, wordsoi & oo are sentences in used oa, oo, oi usedsentencesare in oo & oa words ai, oa, ai, foodin as oo sentences in used are oa & words ai ee, oa ai, ee, sentences in used are words ai & ee ai ee, ow, ay & ea words are used in sentences ea ay, in ow, as eat ay, oi & ow words are used in sentences ow oi, in ay, as snow oo, & oi words ay are used sentences in Pirate Ship is designed to reinforce sound/symbol to is sound/symbol Pirate Ship reinforce designed Knowledge ofKnowledge sound/sym Pirate Ship Pirate consistsof two or one tasks, l combinationsreinforceand at combinations. those contain quicklyas possible, the before movesshark acrossto screen the eatthe coins. bol correspondence for 28 28 27 26 25 24 23 22 21 20 19 18 17 16 15 oy, ea, ay, aw &ou words are used in sentences oy, ea, ay, aw, ou oo oa, ay, ee, oi, & word ow ow oo, oa, ay, ee, oi, ai aw, oy, & words ow used are insentences ow ai, aw, oy, usedee are & in oi words aw, sentences ou, ee oi, aw, ou, sentences in used are words aw oy & ou, aw oy, ou, words ou & ea oy, are used sentences in ea, oy, ou as in out ow ea, & usedare oy sentencesin words oy ow, ea, FOUNDATION FOUNDATION READING s are used sentences in LevelActivities 4 ...... 32 . . . . . 3 FOUNDATION READING Level 4 Activities

Group...... It . . .I ...... Purpose Group It I is designed to develop conceptual reasoning skills by asking students to group words into appropriate categories and then associate those words with other words. Practice categorizing short-vowel words is followed by lists including CVC, CCVC, CVCC, and silent-e words, as well as some vowel combinations and r-controlled one-syllable words. Prerequisite Ability to read CVC, CCVC, CVCC words, long- vowel words marked by silent-e, vowel combination words and r- controlled words. Task Description Group It I consists of two tasks:

1. Students read the words and sort them into one of 2 categories. Categories include things, animals, actions, body parts, feelings, people, inside/outside, food, sleeping, activities, amounts, colors, clothes, shapes, descriptions, and places.

2. Students match words with other affiliated words, e.g., pond and fish, cup and milk, or plate and dish.

Units 1 8 Inside: mop, desk, lamp, sink To do: cheer, peek, sleep, sneeze, meet, feed Outside: shed, path, nest, sun, tent, pond Body parts: heel, feet, teeth, cheek 2 9 Eating: ham, pan, milk, cup, fish, dish Body parts: hair, leg, brain, braids Sleeping: crib, nap, bed, rest To do: cheer, peek, sleep, sneeze, meet, feed 3 10 Activities: swim, run, ride, hike, camp Food: cheese, beef, seed, grape Amounts: inch, mile, dime, five, nine Animals: snail, deer, sheep, bee, pig, chick 4 11 Colors: pink, black, red, white, brown Objects: boat, soap, coat, toast, goal Clothes: robe, pants, vest, cap, sock Actions: row, mow, throw, moan, blow 5 12 Body parts: nose, face, hip, bone, hand Kitchen: broom, stool, scoop, food, spoon Sounds: bang, crash, honk, quack, snore Places: school, zoo, moon, pool, roof 6 13 To do: brush, skate, drink, drive Food: peach, meat, wheat, bean, pea Describers: rich, fast, safe, wide, lost, thin To do: leap, dream, clean, reach, speak 7 Animals: ape, whale, snake, mule, duck, fish To do: ate, dive, send, dump

33 skills. strategies to contextual material. Concep sentences and paragraphs are included sentences are paragraphs and sound-segmen on emphasis continued is There suffixes. common strategies for automatic recogn of with words short-vowel and blends 5 Level activities reinforce the word-attack strategies taughtin 1–4, Levels which necessar are L EVEL 5A CTIVITIES Group It II Words Units Focus Elevator Units Focus Sight Word Search V Units Focus Add It Words Units Focus Super Change Units Focus develop sound-segmenting skills for initial, medial, and positions. final and for medial, skills initial, sound-segmenting develop words. stories. less, ful, est, er, y, ly, en, ment, See pageSee pageSee See pageSee pageSee pageSee 13 15 (repeated as necessary with automatic branching) 26 10 15 To emphasize meaning and develop conceptual develop and meaning emphasize To To practice constructing and re To develop automatic ofrecognition th To provide practice in reading and spelling word To reinforce ofrecognition and rds short-vowel (silent-e) long-vowel wo and words, ition of one- and two-syllable words containing 3-25 3-22 3-26 3-24 3-23 90 105 digraphs and digraphs (silent-e) long-vowel word to reinforce comprehension by providing to by applying comprehension in practice reinforce word-attack tual reasoning activities are also includ ish) in isolation and sentences. in and isolation in ish) ading two-syllable words in isolation, in sentences, and in ting skills at the word level, and exercises containing containing exercises and at level, skills word ting the ird-gradehigh-frequency irregular words. vowel combinations and vowel-r, as well as reasoning skills by associating related associating byrelated skills reasoning s. The exercises reinforce word-attack s with simple suffixes (s, es, ing, ed, ness, ed to emphasize high emphasize to ed FOUNDATION FOUNDATION READING y for automatic recognition LevelActivities 5 er-order thinking 34 . . . . . 3 FOUNDATION READING Level 5 Activities

Super...... Change...... Purpose Super Change is designed to increase sound segmenting and manipulation skills, and to reinforce the recognition of words with short vowels or long vowels marked by a silent-e. Prerequisite Knowledge of sound/symbol correspondence for consonants, consonant blends and digraphs, short and long vowels, and the function of the silent-e marker. Students should have the ability to segment words into sounds. Task Description Super Change consists of two tasks:

1. The student replaces one letter (or letter cluster) of a word to spell the dictated words (e.g., change stung to sting).

2. The student clicks dictated words from a list.

Units 1 pile, mile, mole, sole, sore, core, care, cure, pure, pore, pole 2 stack, sack, rack, crack, track, trick, tick, stick, sick, slick, flick, flack, lack, black, back, tack 3 ring, bring, bing, sing, sting, stung, sung, slung, sling, slang, sang, rang 4 blend, lend, tend, tent, sent, send, sand, stand, stank, sank, bank, blank, bland, band, bend 5 think, thank, bank, ban, bath, path, pan, pin, pink, link, blink, blank, bank, rank, rink, sink, wink 6 hint, hunt, runt, rent, rest, rust, must, mast, mask, task, tank, bank, sank, sand, band, bend, tend, tent, tint 7 grip, gripe, grape, gape, gate, grate, crate, rate, late, plate, slate, slat, slap, lap, rap, trap, strap, strip, stripe, tripe, trip, rip 8 swine, spine, spite, spit, spin, span, pan, pin, pine, line, lane, plane, pane, wane, wade, wide, wipe, swipe 9 slap, slip, sip, ship, shop, lop, slop, slope, lope, rope, ripe, gripe, grime, grim, gram, ram, Sam, slam 10 scram, cram, tram, trap, strap, strop, stop, step, strep, strap, trap, track, trick, truck, struck, strum, scrum Detached Syllables: 11 pim, sim, sem, sep, mep, mip, mup, sup, sut, lut, lub, lob, tob, ton, tan, tam, mam, mim 12 pate, sate, site, sipe, sibe, sobe, mobe, mone, mune, mute, mite, mete, dete, pete, lete, lote, pote 13 min, mine, mune, mun, lun, len, lene, rene, rine, rite, rit, ret, rete, mete, mite, mit 14 pon, spon, spen, spet, set, ret, bret, brit, bit, blit, blat, glat, gat, grat, gran, gan, gon 15 gup, gump, gamp, gam, mam, man, mant, mont, gont, gunt, gut, tut, tust, fust, funt, fint, fist, fost, gost, got, gop

35 and familiarity with suffixes. with familiarity and vowel combinations, (silent-e), consonants,consonant digraphs,blends, short vowels long and 3. 2. 1. Task Description Prerequisite Purpose Add It Word Lists Word Units comprehension. suffixes end the at baseof word recognizing isolatedwords contai of It suffixes. common For example: example: For listed, rented, sanded, sifted honks, prints,shells,risks, snapshocks, wishing rushing, renting, picking, munching, mixes, losses,mixes, passes, messes, sadness, sharpness, sweetness, weakness, wetness er: less: ness: y: est: ed: ing: es: s: 5 4 3 2 1 roomy, rusty, speedy, sweetest, swiftest sweetest, sifter, starter, sticker, swifter, teacher, twister shapeless, sleepless,shapeless, thankless soundless, ...... The studentThe completes sentences by selecting the missing suffixes and placing them in words.the correct withoutthe suffix studentthe and types it in. student clicksThe dictated words from a list. wordThe displays words sorts student boxesinto The based on suffixes.their ful, est, er est, sentences) ful, (plus less,ness, (plus ful sentences) lessness, ed, sentences)(plus es, (plus ing sentences) ed, es, s, (plus ing sentences) bats, belts,hugs, hums, mops,kids, pets, ponds, jumps,drip chilly, chunky, cloudy, crusty, dreamy, dusty, flashy, frilly, grassy, dusty,frilly, crusty, chunky, ha dreamy, flashy, cloudy, chilly, camper, clearer, dreamer, farmer dreamer, duster, clearer, camper, boxes, buzzes, bunches, brushes, rented, added, clouded, dented, drifte dented, clouded, added, rented, clearest, coolest, deepest, dullest, fart dullest, deepest, coolest, clearest, adding, bending, adding, br blocking, blameless, careless,blameless, cloudle blackness, darkness, deafnedarkness, blackness, Add It is designed to reinforce the reading and spelling spelling and to reading is the It Add reinforce designed s es ings es Knowledge ofKnowledge sound/sym Add It consists of three tasks: sticky, stormy, thirsty When his When class__ plan Ron end, visualrequires scanning suffixes,for , stunted, tested, trusted smashes, taxes, wishes tosses, s. Sentences are included for included are Sentences s. ning suffixes,ning the spelling and ss, fearless,dripless, dreamless, he formless, ss, fatness,ss, fondness,gladness, goodness anching, bumping, camping, camping, crus bumping, crunching, anching, shocking, smashing, smelling, standing, smelling, smashing, shocking, classes, crashes, dresses, s, specks, stops, whips, whirls, wings whirls, whips, stops, specks, s, bol correspondence for d, dusted, ended, floated, ended, d, dusted, hest,fastest, neatest, longest, sharpest , hunter, , long jumper, s to take a long camp__ trip. 6 10 9 8 7 est, er, y (plus sentences) y, ly, en (plus en ly, sentences) y, sentences) (plus ly ish, ment, ment, y, ishsentences) (plus fixes, flashes,fixes, foxes, glasse s, burns, charms, checks,ch en, ed, es (plus sentences) er, printer, planter, painter, frosted,handed, hinted, hunted, landed, lasted, y, messy, misty, rainy, messy, lucky, handy, healthy, iry, , redness,quickness, limpness, illness, stomping, thinking, twirling, trusting, thinking, stomping, lpless, hopeless,lpless, joyless, painless, hing, dusting, frosting,fixing, milking, , shortest, slowest, smartest, strongest, FOUNDATION FOUNDATION READING s, grasses,s, lu irps,cracks, docks, forks, roaster, prouder, seller, LevelActivities 5 nches, masses, nches, ...... 36 . . . . . 3 FOUNDATION READING Level 5 Activities

Add It Word Lists, continued ly: badly, blankly, bravely, clearly, dimly, fondly, frankly, gladly, grandly, gravely, lately, likely, lonely, loudly, mainly, manly, nearly, purely, sadly, safely, shapely, stately, timely ment: basement, casement, pavement, payment, shipment, statement ful: careful, cheerful, dreadful, fearful, fretful, grateful, hateful, helpful, hopeful, lawful, needful, spoonful, thankful, useful, wishful ish: bookish, boyish, British, foolish, girlish, greenish, selfish, sickish en: deepen, frighten, lighten, maiden, sharpen, shrunken, silken, wooden, woolen

Sight...... Word ...... Search...... V ...... Purpose Sight Word Search V is designed to develop automatic recognition of third-grade high-frequency irregular words in isolation, in phrases, and in sentences. Prerequisite Ability to read pre-primer, primer, first-, and second-grade sight words. Task Description Sight Word Search V consists of two tasks and the review exercises:

1. The program dictates a word as it displays on-screen. The student copies the word by typing it.

2. The program dictates a word, but it is not displayed on-screen. From memory, the student types in the missing letters to spell the word. Review:

1. The student clicks the dictated words.

2. The student unscrambles letters to spell dictated words.

3. The student clicks a missing word to complete the sentence.

Units 1 done 11 shall 21 review units 18–20 2 laugh 12 review units 9–11 22 warm 3 light 13 review units 1–11 23 about 4 review units 1–3 14 grow 24 their 5 hurt 15 seven 25 review units 22–24 6 carry 16 only 26 review units 14–24 7 full 17 review units 14–16 8 review units 5–7 18 today 9 own 19 purple 10 try 20 eight

37 (silent-e), and vowel combinations. and vowel (silent-e), consonants,consonant blends and 1. Task Description Prerequisite Purpose Elevator Units Every third unit provides a story with missing words. The 2. activity. vowel-r and vowel combinations). vowel and vowel-r (includingstories with words s isolation, in sentences, inand words two-syllable reading and Review: words. 13–15 10–12 7–9 4–6 1–3 ...... The student completes a sentence by clicking the missing word. by a sentence clickingmissing the completes student The worda wordthe and screen. is the form on listed syllables the rect, a syllable, the elevator moves to that floor. If the selection is cor- on possibilities of the a floors building. the clicksstudent When (presentedon an elevator)with The student forms two-syllable words by combining one syllable CVC/CVCe words (e.g., tadpole) (e.g., words CVC/CVCe napkin) (e.g., words CVC/CVC compound words VV words (e.g., explain) Vr words (e.g., barber) Elevator is designed to prov Knowledge ofKnowledge sound/sym Elevator ofconsists two review tasksa and (e.g., sandbox) hort vowels, hort longvowel silent-e, digraphs, short digraphs, long and vowels another syllable,another list a from of ide practice in ide practice bol correspondence for constructing student completes the sentence the completes student FOUNDATION FOUNDATION READING s by the on clicking missing LevelActivities 5 ...... 38 . . . . . 3 FOUNDATION READING Level 5 Activities

Group...... It . . .II ...... Purpose Group It II is designed to develop conceptual reasoning skills asking students to group words into appropriate categories and then associate those words with other words. Includes practice categorizing r-controlled and vowel-combination words with one or two syllables. Compound words are also included. Prerequisite Ability to read one- and two-syllable r-controlled and vowel combination words, and compound words. Task Description

1. Students sort words into two categories. Categories include things, animals, actions, body parts, feelings, people, inside, outside, food, sleeping, activities, amounts, colors, clothes, shapes, descriptions, and places.

2. Students match words with other affiliated words, e.g., skirt and shirt, king and queen, or corn and beans.

Units 1 Places: barn, farm, park, porch, fort 9 Travel: railroad, airplane, steamship To hear: harp, bark, story, horn, speech Outside: playground, haystack, rainbow, backyard, 2 Nature: storm, dirt, thorn, star, corn, marsh moonlight House: fork, porch, yard, car Food: pancake, oatmeal, peanut, popcorn 3 Animal: stork, mouse, sea, shark, chimp 10 Outside: sidewalk, snowball Outside: farm, barn, porch, beach, roof People: playmate, himself, herself, outlaw School: notebook, classroom, blackboard, whiteboard, 4 Places to sit: porch, couch, bench, throne, chair backpack, lunchbox Sounds: chirp, boom, bark, growl, squeak 11 Animals: rabbit, kitten, raccoon 5 Food: corn, beans, peach, soup, toast Picnic: napkin, basket, blanket, muffin, sandwich Animals: bird, sheep, horse, moose, toad Inside: attic, pillow, bathtub, hammer 6 Things to wear: scarf, shirt, skirt, shorts 12 Clothes: button, zipper, cotton, mitten Fire: spark, burn, torch Outside: summer, garden, sunshine, tennis In the sky: sun, moon, cloud, stars, jet Food: salad, apple, chowder, frosting 7 In the band: horn, march, drums, toot, songs 13 Animals: tadpole, foxes, chickens At the castle: king, queen, crown, throne Jobs: dentist, nursing, doctor, farmer, teacher Outside: yard, park, dirt Weather: cloudless, stormy, snowing, coolest 8 Sports: ballpark, baseball, football, softball At the beach: tugboat, lifeboat, starfish, lighthouse, seaweed Weather: snowstorm, sunshine, raindrop

39 40 4 words,single phrases, and . . . . . ition of short-vowel one-syllable words short-vowel words one-syllable ition of correspondence for b, d, and p through wels in one-syllabledetached words and for consonants, consonant digraphs, and for consonants, consonant by association of words, phrases, and of words, phrases, by association make one sound such as sh or tch), and as such sound one make uded. Phonological awareness of sound in one-syllable words and detached syllables. zed as well as comprehension of as comprehension well zed as with detached syllables) with detached TUDENTS on in initial and final positions. tion of short-vowel sounds at the beginning of words. of beginning at the sounds short-vowel tion of S ...... LDER strategies necessary for automatic recogn ched syllables (word are parts) incl O 4-6 4-7 4-2 4-3 4-5 To reinforce automaticrecognition word To develop automatic recall of sound-symbol recall of automatic To develop medial short vo of discrimination To develop To reinforce sound/symbol correspondence for short vowels using keyand vowels using words correspondence for short To reinforce sound/symbol correspondence To reinforce sound/symbol 12 (5 withwords, 7 12 (5 real 9 16 7 syllables) detached 6 with words, 19 (13 with real nt digraphs (two or more consonants that digraphs (two or more consonants nt FOR

See page See page See page See page See page sentences with pictures. Includes untimedand timed activities. visual and auditorydiscriminati pictures. Includes discrimina Includes pictures. syllables. Includes timed activitiesto develop automaticity (with untimed practice units). consonant blends in initial and final positions and final in initial consonant blends of recognition. word automaticity task to increase a timed Includes Units Focus Units Focus Units Focus Focus Units Focus Units CTIVITIES 1 A TRATEGIES EVEL ...... consonant blends. Real words and deta words and Real blends. consonant segments in the initial, medial, and final position is emphasiposition and finalthe initial, medial,segments in L word-attackLevel 1 activities reinforce S containing consonants, consona containing consonants, sentences. 4 STRATEGIES FOR OLDER STUDENTS Level 1 Activities

Short...... Vowel...... Sounds...... Purpose Short Vowel Sounds is designed to teach sound/symbol correspondence for short vowels. Each vowel is associated with an illustrated key word that begins with the vowel sound. Thus, sound/symbol correspondence for short vowels is reinforced by association with pictures. Discrimination of the short-vowel sounds at the beginning of words is also reinforced. The activity begins by introducing two vowels (a and i) and systematically progresses to exercises that contain all five vowels. Prerequisite No previous knowledge of sound/symbol correspondence for short vowels is necessary. Task Description Short Vowel Sounds consists of four tasks:

1. The student chooses vowels and listens to their sounds.

2. The student matches short-vowel sounds with key words and pictures.

3. The program dictates a sound and the student chooses the corresponding vowel.

4. The program dictates a word and the student types in the initial vowel.

Units 1 a, i Key Words 2 a, i, o a apple 3 a, o, e e elephant 4 e, o, u i igloo 5 i, o, u, e o octopus 6 a, i, e, u u umbrella 7 a, i, o, u, e

The following words are dictated for auditory discrimination of initial short vowels (students are not required to read these words): a absent, accent, acid, act, adverb, after, album, ambush, anchor, angle, animal, ankle, answer, astronaut, athlete, atom, attic i ignore, illness, imitate, import, inch, income, increase, index, indicate, indoors, injury, ink, input, insect, interest, interrupt, itch o object, obstacle, occupy, October, odd, offense, offer, office, often, olive, onward, operate, opposite, ostrich, otter, ox, oxygen u ugly, umpire, uncle, under, uphill, upper, uproar, uproot, upset, utter e echo, edge, effort, elbow, elevator, elf, empire, empty, enemy, engine, enter, escalator, ever, exercise, expert, extra

41 consonants andconsonant digraphs. 1. Task Description Prerequisite Purpose Consonant Sounds Units 2. associates themwith the corresponding letters. sounds in CVC, CCVC, and CVCC words or detached syllables and discriminates student The parts). soundword final segmentswithin and consonantIthelpsto blends. sound/symbol correspondencefor 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Real Words Detached Syllables (word parts) (word Syllables Detached ...... The studentchooses dictatedwordsThe or detach responses in each session(untimed). dictatedwords ordetachedsyllables. are10possible There of spelling the complete to orconsonantblend sonant digraph, studentchoosesinitial orfinal consonant, thecorrect con- The gr glcl dr tr (beginning sounds -CCVCC) st slsp sn sm (beginning sounds - CCVCC) tsh whthch(beginningsounds - CCVCC) b p t d (ending sounds - CVC) n mxg(endingsounds - CVC) b d p mn(beginning sounds -CVC) s (beginningsounds -CVC) l t z w (beginningsounds-CVC) g ryc h j k fv (beginning sounds - CVC) ng ntstctsh (e - CCVCC) dr trbr (beginningsounds bl pl CCVCC) sh ch((beginningsounds- cl sl cr m n b td(endingsounds-CVC) p (beginningsounds-CVC) b s l t m n r v h(beginning sounds-CVC) CCVCC) pt ftmp(endingsounds- ltst ng ntnklknd(ending sounds - CCVCC) CCVCC)(ending sounds- shth chck fl pr br pl bl(beginningsounds -CCVCC) Consonant Sounds is designed to reinforce Familiarity with Familiarity sound/s nding sounds -CCVCC) Consonantoftwo tasks: Soundsconsists the initial orfinal consonant s and detached syllables (word syllables s anddetached increase awareness ofinitial awareness and increase consonants, consonant digraphs, ymbol correspondence ymbol correspondence for ed syllables asquicklyed aspossible(timed). n: nut, net, nod, nip,nap,not mop, m: men, mud, mad, d: den, dam, dog,dig dot,dim, did, dip,dad, dug, p: pan,peg, pop,pig, Word Lists 4 3 2 1 s: sap, set, sob, sip,six, l: lad, log,la led, lid, zig,zag zip, zap, z: w: wag, win, wet,wig web, wed, wax, cub, cap,cut,can,cat cop, cup, c: cob, y: yet, yes, yap, yam rid rip, rob, rat, rib, run, rot, red, r: rug, v: Val,van,vet,Vic, vim fib, fig,fin,fog, fan, fat,fed,fox,fun f: kit kin, kiss, keg, kid, k: j: jab,jam, job,jog,jug jet, b: bad, bet, bus, box, bud, b: bad,bet,bus, tap,t: ten,top,tub, g: gas, get, gem, got, gap hi hen, hid, h: ham,hat, STRATEGIES STUDENTSOLDER FOR p, lip, let, lot, p, lip,let, lit, leg pin,pat,pot,pen sub, sun,sat, sad, sag tip, tab, tug, tan, tag tan, tug, tip, tab, mug, map,mum, mat met, m, hit, hog, hu m, hit,hog, bun, big,bit,bug,beg Level Activities1 g, hum,hut . . . 42 . . . . . 4 STRATEGIES FOR OLDER STUDENTS Level 1 Activities

Consonant Sounds Word Lists, continued 5 g: beg, big, bug, dug, fig, fog, hug, jog, jug, keg, log, 13 nd: pond, band, mend, bend, sand, send, tend, hand, mug, peg, sag, wig land m: dam, dim, ham, hem, him, hum, jam lt: felt, belt, melt, wilt, tilt n: can, den, fan, fin, hen, men, pan, pen, ran, run, sun, ten, pt: kept, wept, swept, crept, slept van, win ft: sift, gift, soft, raft, lift x: box, fox, six, wax, tax, mix, fix mp: dump, limp, ramp, pump, damp, jump, stump, 6 t: bet, but, cat, dot, wet, get, got, hut, jet, lot, met, not, cramp, stamp pat, rot 14 m: min, mon, mel, mex, mod, mul, mun b: nab, cob, cub, fib, gab, jab, rib, sob, sub, tab, tub, web, n: nas, neg, nev, nom jjob, lab r: rab, ras, rec, ref, rel, rep, res p: cap, cup, dip, gap, hop, lip, mop, rip, sap, sip, tap, tip, v: vel, val, vac, ven, vin top, zip h: hab, han, hap, het, hic, hin, hob, hos d: bid, bud, fad, fed, hid, kid, led, lid, mad, mud, nod, red, 15 l: lan, las, lat, lav, lec, lem, lep, lev, lex, lib, lim, lin, rod, sad, wed lof, lum 7 sh: shed, shin, ship, shop, shot, shut, shelf b: bal, bam, bas, bev, bis, bod, bom, bon, bos, bot, buf wh: whip, when, whiz, which, whack, whiff p: peb, pel, pes, pol, pon, pom, pos, pud, pul, pum ch: chat, chip, chop, chum, chap, chin s: sab, sac, sal, sec, sen, sep, seg, sil, sim, sud, suf, sug, sul, th: that, this, thin, then, than, them, thank, think, thing sus 8 sl: slam, slid, slim, slip, slew t: tem, tes, tet, tim, toc, ton, tum sn: snap, snag, snug, snob, snip 16 n: bon, fen, lan, hin, mon, tun, ven st: stem, step, stop, stun, stiff, still m: sim, fam, dem, lum, zom, tum sp: spun, spot, spit, spin, spell, spill b: lib, fab, rab, peb, sib, reb, wob 9 gl: glob, glad, glen, glum, glass t: lat, lit, det, mot, fet, vit gr: grab, gram, grim, grin, grip d: mod, fid, med, hud, pud, rad, wid cl: clam, club, clap, clip, clod 17 cr: crit, croc, cris, crim, cred, cran dr: drop, drug, drip, drag, drum cl: clum, clut, clas, clat, clav, clev, clus tr: trip, trap, trim, trot, trunk, track, trick sl: slen, sliv, slan, slov 10 fl: flap, flag, flesh, flash, flock sh: shim, shab, shep, shat, shiv pr: prop, prom, prank, print, prompt, press ch: chut, chis, choc, chim, cham, chan br: bran, brag, brim, brass, bring, brick, brush 18 br: brin, brit, bril, brack, broc, brus bl: blot, bled, block, blink, blush, bluff, bless dr: driv, drib, dras, draf, drac, driz pl: plan, plum, plot, plug, plop, plod tr: trad, traf, trac, tran, trav, trig, trum, trib, trom 11 sh: sash, cash, dish, fish, rash, dash, mash, wish, bl: blan, blad, blas, blem, blis, blun, blus, bliz hush, rush, trash pl: plen, plas, plex, plun th: moth, path, bath, math, with 19 sh: tish, plish, ish, mish, bish, lish ck: lick, rock, sack, rack, sock, neck, stock, speck, stuck ng: ting, ling, bing, ming, ning ch: much, rich, such, which nt: ment, vant, cant, lent, sant, tant 12 ng: ring, rung, lung, rang, sing, song, hung, king st: est, sist, dest, nast nt: sent, hunt, dent, tent, tint, went, rent, runt, mint, lint ct: ject, pect, spect, nect, lect, rect, struct, dict, fect nk: bank, wink, sink, link, sank, tank lk: milk, silk, bulk, hulk, sulk st: dust, fast, list, lost, mast, past, pest, rest, rust, nest

43 correspondence for b, d,and p. Task Description Prerequisite Purpose b, d,p Units 3. 2. 1. recognition. Some activities are timed to CCVC, orCVCCwordandassociateitwithcorresponding letters. the initial must discriminate or of increase awareness sound/symbol correspondenceforb,d, and p as well to to fourletters. The progra useauditory visualdiscrimi and le confused easily and reversible the p: pant,pelt, pang, past desk,dish dust, d: dull, dent, disk, b: belt,bulk,bent,bass Units9,8, 10 Word Lists 10 9 8 p: tip, mop, cup,gap, mud, lid,nod, kid, mad, rid, d: led, fed, wed b: web, rib, job,sob, Units 5, 6, 7 Word Lists 7 6 5 pan, peg,pig,pi p: d:dam, den, dig, dim, dog, dot, dug b: bag,beg,bet, big, Units 2, 3, 4 Word Lists 4 3 2 1 ...... Students select missing letter box wherethe word belongs. Untimed. wordshear Students containingb,d, orp in eachtotal possibleresponses 12 session. Timed. boxesThree display on-screen. letters b,student sorts The Auditory Sort CVCC beginning sound Sort CVCCbeginning Auditory Visual Sort CVCC Construct CVC ending letter AuditorysoundSort CVCending SortVisual CVCendingletter Construct CVCbeginning letter sound Sort CVCbeginning Auditory letter Sort CVCbeginning Visual Visual Sort single letters (b, p,d) Construct CVCC be b, d,pfocuses attentionon the differences between Some awareness of sound/symbol n, pat, pot,pen, pit bin, bit, bug, bun bin, bit,bug, tub, fib, rob, cab tub, fib,rob, b, d,p consists of three tasks: lip, map,rip,sap initial and initial and final soundsegments. Students beginning letter , bank, bunk, bust, bath bust, , bank,bunk, , punt,pact,pest,path ginning letter m is designed to reinforce m isdesigned to reinforce improve students’ automatic final consonant soundinaCVC, nation in words rangingfromone nation in words s (b, d, or p) to completethe dictated words. Untimed. tters b, d, andd, p.Studentsmust tters b, (initial or final position) andth (initial orfinalposition)identify p: plot,plum,plug,prim, plan, press d: drag, drug,drum, dress, drill b: brat,blot,brag, brim, bran, bless,brass Word 16 15, 14, Units Lists 16 15 14 slap,grip,trip, p: crop,step, snap, slip,chip,shop shed slid, skid, fled, d: glad, b: club, grab, slab, crab, crib, scab, snob Word 13 12, 11, Units Lists 13 12 11 d, andporwords that theseletters.include are 10– There Construct CCVCbeginningblends blends Sort CCVCbeginning Auditory Visual Sort CCVC beginning blends Construct CCVC ending letter AuditorySort CCVCendingletter Visual Sort letter CCVC ending STRATEGIES STUDENTSOLDER FOR e letter that they hear by clicking the Level Activities1 . . . 44 . . . . . 4 STRATEGIES FOR OLDER STUDENTS Level 1 Activities

Middle...... Vowels ...... Purpose Middle Vowels is designed to increase automatic retrieval of the sound/symbol correspondences for short vowels and to develop sound-segmenting skills for CVC, CCVC, and CVCC words. Emphasis is on medial short-vowel discrimination in a word or a detached syllable (word part). The exercises begin by contrasting two vowels in words, and systematically progress to exercises containing all five vowels. There are both untimed and timed versions. The untimed version provides practice in segmenting words as well as discriminating short-vowel sounds in words or detached syllables. The timed version is designed to develop automaticity. Prerequisite Basic knowledge of sound/symbol correspondence for short vowels. Task Description The student chooses the correct short-vowel letter to complete the spelling of dictated words or detached syllables. There are 10 total possible responses in each session.

Units Real Words Detached Syllables 1 a i (CVC) 6 a i (CVC) 2 a i o (CVC) 7 a i o (CVC) 3 i e u (CVC) 8 a o u (CVC) 4 a e u o (CVC/CCVC/CVCC) 9 o u e (CVC) 5 a i o u e (CVC/CCVC/CVCC) 10 a i e (CVC/CCVC/CVCC) Units 1-5 Word Lists 11 i o u e (CVC/CCVC/CVCC) a: bag, dam, fan, fat, gas, ham, jab, lad, lap, mad, nag, pan, sap, van, wag 12 a i o u e (CVC/CCVC/CVCC) e: bed, bet, den, fed, get, hem, jet, led, men, net, peg, red, Units 6-9 Word Lists set, web, yet a: nas, rab, val, vac, hab, han, hap, lan, lat, lav, bal, sab, sal, i: bib, bid, big, bit, did, dip, him, hit, kid, lid, nip, pig, rib, tac, fam, fab, radi: min, nim, vin, hin, hic, lib, lim, lin, bis, sip, tip, win sil, sim, tim, hin, sib, lit, vit, wid, fid o: box, cob, dog, fog, fox, got, hog, hot, job, log, mop, o: mon, mod, mol, nom, non, vol, hob, hos, bon, bot, pon, nod, pop, rot, sob, top pom, pos, ton, zom, wob, mot u: bud, bun, bus, cup, dug, fun, hum, hut, mud, rug, run, u: mul, mun, buf, pud, pul, pum, sud, suf, sug, sul, sus, tub tum, tut, lum, hud Units 4 & 5 Word Lists e: med, mex, neg, nev, rec, vel, ven, lec, lem, lev, bev, peb, a: band, camp, cash, chat, fast, hang, lamp, mast, past, pel, sec, sep, seg, tes, fen, dem, mem path, ramp, rash, sash, snag, snap, that Units 10-12 Word Lists e: bend, mend, nest, pest, rent, send, sent, shed, stem, step, a: cran, clas, clat, clav, slan, shab, cham, chan, dras, drac, went trad, traf, trav, blan, blad, blas, plas, cant, tant, nast i: chip, dish, fish, fist, list, limp, mist, rich, ship, spin, spit, i: crit, crim, shim, shiv, chim, brit, bril, driv, drib, driz, trig, whip, with blis, bliz, mish, lish, ting, ling, ning, sist o: cost, drop, long, lost, pond, shot, song, spot, stop o: croc, clos, choc, broc, bron, trom, grov, pros, prob, u: bust, chum, dump, dust, lump, mush, plum, pump, rust, glom spun, stun, sung u: clum, clut, clus, chut, brus, trum, blun, blus, plun, duct, grum, flut, flus, fluc, stut e: cred, clev, slen, shep, trem, blem, plen, lent, ment, dest, ject, pect, nect, rect, fect, preg, pres, prem, sten, spec, spen

45 for consonants, consonant blends Units Task Description Prerequisite Purpose Short VowelWords first untimed and thenas a timedactivity. use of pictures emphasizes meaning. recognition of short-vowel CV top pig, pin, six, wig,box, dog, 6 5 4 3 2 1 Words from Words units 4 and5 shop, club, drum,sled clam, crab, flag, trap, crib, ship, slip, skin,whip, stop, frog, gift, pump,belt, bell, desk bank, bath, hand,lamp,sack, king, milk,pond, sink, cash, from Words units 1 and2 web leg, net,vet, bed, hen, bud, bug, bun,cup,hut,mud, bat, cat, dad, fan, ...... Mix 4and5plus phrases CCVC plusphrases CVCC plus phrases Mix units1 and 2plusphrases and eplusphrases with u CVC CVC with a, i, and oplus phrases Short Vowel Words Words is Short Vowel design Familiarity with sound/symbol correspondence correspondence withsound/symbol Familiarity ham, hat,lad, map, The student matches wordswith studentmatches pictures, The , neck, nest, vest, tent tent vest, nest, , neck, dot, fox, log, mom, mop, pot, dot, fox,log,mom,mop, mug, nut, rug, rug, nut, mug, C, CVCC, and CCVC words. The and digraphs,shortvowels. pan, van,bib,lips, ed to reinforce automatic automatic ed to reinforce sub, sun, tub, 8 7 9 Words from Words units 4, 5, and7(plus phrases) check, chest, shelf, flock (plus phrases) block, clock, cloth, frost, stamp, splash, plant, crack, Words from Words units 1, 2, Mix 4,5,and7 plus phrases CCVCC plusphrases Mix 1,2,4, 5, STRATEGIES STUDENTSOLDER FOR & 7 plus sentences 4, 5,7(plussentences) brush, crust, stump,brush, bench, crust, strap, blimp, drink, stick, strap, blimp,drink,stick, Level Activities1 . . . 46 . . . . . 4 STRATEGIES FOR OLDER STUDENTS Level 2 Activities

L EVEL 2 ACTIVITIES

Level 2 activities were developed to reinforce word-attack strategies necessary for automatic recognition of short-vowel words with blends and digraphs and long-vowel (silent e) one- and two-syllable words. There is continued emphasis on sound-segmentation skills at the sound and word level; exercises containing sentences and paragraphs are included to provide practice in applying word-attack strategies to contextual material. Level 2 begins with an activity to review concepts presented in Level 1.

Focus To reinforce sound/symbol correspondence for consonants, consonant blends and digraphs, short vowels, and long (silent e) vowels; increase sound-segmenting skills by manipulating sounds in initial, medial, and final positions within words; includes sentences. Units 22 (12 with real words, 4 with detached syllables, 6 with sentences) See page 4-9

Focus To reinforce automatic recognition of short-vowel versus long-vowel (silent e) words through auditory and visual discrimination activities. Units 27 (12 without consonant blends or digraphs, 15 with consonant blends and digraphs) See page 4-10

Focus To develop automatic recognition of basic sight vocabulary words at the first- and second-grade level. Units 20 See page 4-11

Focus To reinforce the ability to construct two-syllable words containing short vowels (closed syllables) and long vowels (silent-e syllables); includes sentences. Units 15 (10 with single words, 5 with sentences) See page 4-12

Focus To reinforce the application of word-attack strategies to reading in context; review concepts presented in Strategies for Older Students Levels 1 and 2 in related sentences or in paragraphs. Units 20 See page 4-13

47 short vowels, and long vowels (silente). short andlongvowels vowels, correspondence for consonants, consonant blends and digraphs, 2. 1. Task Description Prerequisite Purpose Letter Switch Units 3. sentences. wordsin the byusing reinforced are strategies word-attack These skillssegmenting forshort-vowel 11 10 9 8 7 6 5 4 3 2 1 Real Words rest, vest, nest, test, best,bent,tent,tint test, nest, vest, rest, hint, hunt, hung,stung, bend band, blank, crank,bank, blend, spend, tend,tent, sp ring,thing, wing, fling sing, sa bring, king, bed, bad sled, slid, slim, slam, sad, sand, band, bank,back, sack, sick, sip,sap, trap, slap, fan, fat, fit,bit, pi his, hid lid, lip, tip,rip,sip,six, sit, pi mash, math, bath, bank, sank, sink, wink, blink, blank blink, sink, wink, bank, sank, mash, math,bath, damp, dump,pump, rank, ramp, crack, track, truck, trick, stic bug, bag, ban, can,van thick, think, drink, drank, sank, think,drink,drank, sack thick, ...... Every third unitcontainssentences. Every studentchoo The student selects that word from a list of words. a dictates word ordetached program and the syllable The to‘bag.’”‘bug’ Untimed. anew tospell detached syllable studentThe replaces a letter or a letter cluster in a word or Sentences with words from from units words 7 &8 with Sentences _ _ _ _ from units words 4 &5 with Sentences _ n g _ _ from units words 1 &2 with Sentences _ _ i ______k __ Letter Letter sound- Switch isdesigned to increase Requires knowledgeof sound/symbol t, pet, pot, got, hot, co got, hot, t, pet,pot, ng, rang, rung, lung, sung, stung, sting, Letter Switchconsistsof three tasks: stunt, runt, rung, rust, crust, crest, ent, sent, send, sand, sank,sand, ent, sent,send, k, stack,stock, t, pig, wig, fig, fi stump, stamp, camp, cash,stump, stamp,camp, and long-vowel (silent e) words. e) and long-vowel(silent word asdictated, e.g., “Change t, cut, hut, hug, tug, flock,flick, n, fit,hit,him, ses the appropriate word to complete each sentence. 12 22 21 20 19 Detached Syllables (word parts) 18 17 16 15 14 13 plete, pete plete, gr grav, grat, grate, nate, cate, lim lin, min,hin,vin, bake, bike lack, lake,cake,rake, like, lick, spin,grin wine, spine, scra scrape, grape, grip, gripe, slamgrim, gram, sl slop, slap, slip,ship,shop, pore, pole pile, file,mile,mule,mole,more mot, vot,vote,noke, nike nite, spite,spize,spire, tire, tore, store, plore,plote,mote, cham, chan, cran, ran, tren, slen, slin, crin lim,lish,plish,bish,bing,bis,chis, flim, chim, crit, crim, _ _ _ _ STRATEGIES STUDENTSOLDER FOR Sentences with words fromunits10&11 Sentences with words ______fromunits16&17 Sentences with words _ _ fromunits13&14 Sentences with words ______e , pute, pate , pute, vit, lit, lat, las, bas, bam,bom,nom,nim, ope, rope,ripe,gripe,grime, av, grod,plod,plode,plote, p, strap, strip,stripe,wipe, rack, rock,stock,stack,stake, , sore,, core,care, cure, pure, Level Activities2 . . . 48 . . . . . STRATEGIES FOR OLDER STUDENTS 4 Level 2 Activities

Short...... and...... Long ...... Vowels ...... Purpose Short and Long Vowels is designed to reinforce the concept of “silent e” as a signal (marker) for the long-vowel sound. It requires:  discrimination of short and long vowels  sound/symbol association for these vowels  the insertion of the silent e marker when necessary Exercises begin by contrasting two vowels in simple CVC or CVCe words and progress systematically to contrasting all five vowels in more complex words with consonant blends and digraphs. Prerequisite Requires knowledge of sound/symbol correspondence for consonants, consonant blends and digraphs, short vowels, and long vowels (silent e). Task Description Short and Long Vowels consists of three tasks:

1. The student sorts dictated words into two columns according to their short or long vowels as quickly as possible.

2. The student chooses between two dictated words contrasted by silent e (e.g., “bit, bite”). The words display in a maze and the student advances through the maze by selecting the dictated words.

3. The student constructs words as dictated and creates a path through the maze.

Units No Blends 10 o, u Auditory Sort 18 i, o, u Construct Word 1 a, i Auditory Sort 11 o, u Choose Word 19 e, i Auditory Sort 2 a, i Choose Word 12 o, u Construct Word 20 e, i Choose Word 3 a, i Construct Word 21 e, i Construct Word 4 i, o Auditory Sort Blends 22 a, e, o, u Auditory Sort 5 i, o Choose Word 13 a, i Auditory Sort 23 a, e, o, u Choose Word 6 i, o Construct Word 14 a, i Choose Word 24 a, e, o, u Construct Word 7 o, u Auditory Sort 15 a, i Construct Word 25 a, e, i, o, u Auditory Sort 8 o, u Choose Word 16 i, o, u Auditory Sort 26 a, e, i, o, u Choose Word 9 o, u Construct Word 17 i, o, u Choose Word 27 a, e, i, o, u Construct Word

Short and Long Vowels Word Lists (No Blends) a rat, mad, can, tap, pal, hat, Sam, man, gap, fad, cap, pan, mat, fan, gas, jab, nag, sap rate, made, cane, tape, pale, hate, same, mane, gape, fade, cape, pane, mate, cave, late, pave, rake, wade i bit, pin, rip, Tim, dim, fin, kit, win, din, sit, dip, hit, kid, lid, nip, rib, sip, tip bite, pine, ripe, time, dime, fine, kite, pipe, dine, site, dive, file, hike, life, pile, size, wide, tire o pop, rob, not, tot, cop, rod, mop, cod, dot, hop, fog, got, job, nod, log, cob, jog pope, robe, note, tote, cope, rode, mope, code, dote, hope, joke, mole, poke, pole, rope, vote, woke u us, tub, cub, cut, dud, bud, bun, cup, dug, hum, hut, mud, rug, jug, nut, mug use, tube, cube, cute, dude, rude, dune, mule, pure, rule, tune e pet, hem, vet, yes, beg, den Pete

49 plume, flute, prune, brute, crude e u o i a and LongShort Vowels Word Lists (With Blends) Word Lists Word 3. 2. 1. Task Description Purpose Sight Words theme, Steve, these glade,plane, scrape,stake,snake, slide, shine, slide, spite, twine, quite, stripe,snipe, spine, slope, globe, smoke, broke, chok smoke, broke, slope, globe, sight wordsatthefirst- and second-gradelevel. Unit 10 Unit 9 Unit 8 Unit 7 Unit 6 Unit 5 Unit 4 Unit 3 Unit 2 Unit 1 ...... slid, shin, spit, quit, twin, spin, strip, sn quit,twin,spin,strip, spit, shin, slid, without a visual model. avisual without letters.in the missing Finally, words typethedictated students studentThe copies the dictated word on-screen, and then types right. muststudent each select of letter to the word fromleft going studentfindseach wordof lettersThe on-screen.The inagrid clicksstudent each word asdictated. A random sampleof presentedpreviously words displays. The them, stem, shed, step glad, plan,scrap, stack, snack, shack, chat, snap, stab, that, grab, clam, gram, slam, slap, trap plum, stub, chum, drum, spun, st s flop, glob, slop,smock,drop, says, half, sure says, half, were, want, what have, gone,many some,done come, from live, give, does said, once, all any, who, you, are, was to, do, of they, busy, very busy, they, Sight Words is designed to is designed Sight Words Sight Words consists of three tasks: ofthree Words consists Sight e, close,drove,froze,shone shake, whale, blaze, blade, brave,blaze, blade,shake, whale, pot, prom, shot, plot,trot,chop un, slum, glum, drug,slum, glum,un, shut, chug develop automaticity for for automaticity develop ip, grip,slim,grin,slip,twig,chip, whip gripe, slime, crime, drive, bribe, while, shrine, whine shrine, while, bribe, drive, crime, slime, gripe, , stole, stroke, those, shore those, , stole,stroke, Unit 20 Unit 19 Unit 18 Unit 17 Unit 16 Unit 15 Unit 14 Unit 13 Unit 12 Unit 11 crate, grave, spade, trade, shade trade, spade, grave, crate, STRATEGIES STUDENTSOLDER FOR danger, build, sugar friend, people,pretty other, mother,brother ninth watch, whose, brought touch, thought, almost, always,against rough, tough,enough could, should,would where, above, again been, none, only Level Activities2 . . . 50 . . . . . 4 STRATEGIES FOR OLDER STUDENTS Level 2 Activities

2. . .Syllable ...... Words ...... I...... Purpose This activity provides practice in reading two syllable words containing short vowels (closed syllables) and long vowels (silent e syllables). Units are arranged so that the first nine contain words primarily targeted for the second- to fourth-grade levels while the remaining units contain words for the fifth-grade level or above. Task Description 2 Syllable Words consists of three tasks:

1. The program dictates a word and the student spells it by matching the syllables displayed on-screen.

2. The student finds two matching syllables to spell the previous words.

3. The student reads a sentence and fills in the blank(s) from a choice of words displayed on-screen.

Units Easier Words (grades 2-4) 1 kitten, rabbit, helmet, puppet, picnic, kidnap, sudden, gallop, upset, patted, happen 2 rented, sadden, landed, tennis, attic, basket, submit, public, velvet 3 Sentences with words from units 1 & 2 4 insect, unless, attack, collect, command, traffic, consist, discuss, children 5 magnet, fabric, mended, commit, hidden, himself, object, expect, basket 6 Sentences with words from units 4 & 5 7 escape, ignore, mistake, admire, oppose, pancake, reptile, sunshine, complete 8 rubbish, splendid, signal, invent, witness, entire, costume, confuse, combine 9 Sentences with words from units 7 & 8 Harder Words (grades 5 and up) 10 pollen, summit, kennel, album, dispute, invite, talcum, pompom, expand 11 confine, compose, empire, accuse, dictate, goblin, invade, tadpole, admire 12 Sentences with words from units 10 & 11 13 corrupt, plastic, problem, dismiss, shipment, connect, tadpole, explore, landslide 14 snapshot, compact, frantic, consult, athlete, explode, incline, translate, landscape 15 Sentences with words from units 13 & 14

51 Units 1-5 Units Units Task Description Purpose Sentences andParagraphs 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Units 6-10 Units Units 11-20 picture to illustrate the theme ofthe sentences/paragraph. screen andarepronouncedwhenselected. Eachunitcontains a Sightword thesentences. complete CVCe, CCVCe) are presented inre Strategies for Older Students Levels 1and 2 (CVC, CCVCC, incontext. Wo reading reading comprehension byapplying ...... wish Jane wire Jack nose/ note, not, track sand lost hat tell swims bank cliff tire hope time slide came hunt shore , fat, hut/ , fast, long/ bring long/ , fast, , , , , , , , send, sack/ , trick, trap/ , : Threesentences per unithaveonemissing snake, snack/ think camp stung drive trash, trap/ , , , glide, , , : Sentences with two missing words.with twoThree: Sentences sentences per unit. Mult , , trips tracks shine, is designed toimprove Sentences andParagraphsisdesigned : Each unit has a paragraph with five missinparagraph with : Eachunithasa pipes camp , pile waves chest , , , cramp/ , cramp/ , sung/ , , Steve ship, made test bare bit , , , , rest grass , wives/ , help wise munch , bat, sit/ , like, lack/ lack/ , like, lake The student selects the correct word to to word correct the selects student The , bench, bend,bunch/ shell , , life sand, cans rds containingtheconcepts included in , care , left slugs bite , , rush , came take chips jump shop , brick, sting/ , spots, traps , shall,shed/ , dives , , , trunk scrub shore fresh brave, bit/ plant, cane , , , got best , hole fish , , , care well lost lunch , , get, gap , get, , dine bone , lated sentences or paragraphs.lated sentences , cane/ , held , thick , rust s areina box atthetopof the , rent word-attack strategies word-attackby and shell , hung , cape/ , ship ride , chaps/ , dines/ , dines/ back shut , flash chunk , ripe, rid ripe, , cash hung glass , bath, bank , shot, ship , shot, stuck , , think care hive , , glad, grass, glad, vine , crash word. Multiple-choice words (target word.Multiple-choice bold words wordsin , , live , flame whale, while g words. Multiple-choice words (target words words words(target Multiple-choice words. g , hunt , fame STRATEGIES STUDENTSOLDER FOR iple-choice words (targetiple-choice words words Level Activities2 in bold ): . . . ): in bold in 52 ): . . . . . STRATEGIES FOR OLDER STUDENTS 4 Level 3 Activities

L EVEL 3 ACTIVITIES

Level 3 activities were developed to reinforce word-attack strategies necessary for automatic recognition of one- and two- syllable words containing vowel combinations and vowel r, as well as to review short-vowel and long-vowel (silent e) words. Students continue to develop phonological awareness, and the activities include sentences and paragraphs to provide practice in applying word-attack strategies in context.

Focus To reinforce sound/symbol correspondence for vowel combinations with one sound (ee, oa, ai, igh, ay, oi, oy, au, aw, ew, ue, ie, eigh) and vowel combinations with two sounds (oo, ea, ow); contains a timed task to develop automatic recognition of vowel combination words; includes sentences. Units 26 (21 units with single words, 5 with sentences) See page 4-15

Focus To reinforce sound/symbol correspondence. Units 9 (6 units with one-syllable words, 3 with two-syllable words—sentences in every unit.) See page 4-16

Focus To provide practice in reading and spelling words with simple suffixes (s, es, ing, ed, ness, less, ful, est, er, y, ly, en, ment, ish); includes sentences. Units 10 See page 4-17

Focus To practice the construction of two-syllable words from detached syllables (word parts) containing short and long (silent e) vowels, vowel combinations, and vowel -r; includes timed activity to develop automaticity. Units 10 See page 4-18

Focus To improve reading comprehension by reinforcing word-attack strategies for reading words in paragraphs; includes words containing short and long (silent e) vowels, vowel -r, vowel combinations, and simple suffixes. Units 18 See page 4-19

53 roach, roam, soak, soap, throat, toast 3. 2. 1. Task Description Purpose Vowel Digraphs oy oi ay ai oa ee Lists Word Units 4. weed, wheel(s) wait words inisolation, words asread as well and constructing recognizing Activitiesinvolve combinations. develop automaticrecognition ofwordscontainingthesevowel sound/symbol correspondenceforvowel combinations and to The last unit is a word-recognition task involving ara word-recognition taskinvolving a last unit is The 4 3 2 1 13 12 11 10 9 8 7 6 5 ...... Every fifthunitprovidesEvery pr vowel combination. wordssorts student intoboxesaccording tothesoundofeach In Units 16–18(vowel combinations with two sounds), the studentselects wordsThe as dictatedby the program. tion. of spelling the wordvowel by selecting the correct combina- a dictates word the completes andthestudent program The au, oi, ee aw, oy,ay oy, oa, igh ee oi, ay, fromunits1–4) sentences (words igh ay, oa, igh, ai,oa ai ee, oa, ee, ai bay, clay, day, gay, gray, hay, jay, lay, may, pay, play, pray, say, spray, stay, stray, sway, tray, way braid, brain, claim, drain, fail, faint, boy, joy, Roy, toy, Troy toy, boy, joy,Roy, boil, broil, coil, coin, coil, foil, join,join boil, broil, bleed, deep, feed, greed, greet, queen, screen, screech, sheep screech, screen, queen, greet, greed, feed, deep, bleed, boast, cloak, coast, coal, coat, coax, croak, goal, foam, go foam, goal, croak, coax, coat, coal, coast, cloak, boast, oo (food), igh,oi ea (eat), ow, au oy ow (snow),aw, 6–9) units sentences (wordsfrom Vowel Digraphs is designed to reinforce to reinforce Digraphs Vowel is designed Vowel Digraphsconsists of four tasks: actice in actice reading vowel-combination words insentences. ing themincontextualmaterial. t, moist, oil, point, soil, spoil, toil oil, point,soil,spoil, moist, t, gain, grain, jail, main, nail, main, jail, grain, gain, ndom group ofvowelcombinationsfrom VowelDigraphs. 26 25 24 23 22 21 20 19 18 17 16 15 14 at, groan, load, loaf, at, groan,load, loan, lo , sheet, sleep, speech, speed, , sheet,sleep,speech, paid, pail, paint, rain(s), paid, pail, STRATEGIES STUDENTSOLDER FOR Review sentences (wordsfrom units 21–24) ie ue, eigh, ie, ew,oo (book) ue, au, ow ew, oi, ea sentences (wordsfrom units 16–19) ow oo, ea, two sounds: ow (snow, cow) two sounds: ea (eat, bread) two sounds: oo (food,book) sentences (wordsfrom units 11–14) ou (out), aw, ea ath, moan,oat, oak, poach, sail, saint,snail, sprain, street, sweet, te sweet, street, Level Activities3 . . . eth, tree(s), eth, tree(s), strain, 54 . . . . . 4 STRATEGIES FOR OLDER STUDENTS Level 3 Activities

Vowel Digraphs Word Lists, continued aw claw, crawl, dawn, draw, flaw, hawk, jaw, law, lawn, paw, raw, shawl, slaw, squawk, straw, thaw, yawn au cause, clause, fault, fraud, gauze, haul, haunt, maul, Paul, pause, vault ew blew, brew, chew, crew, dew, drew, few, flew, grew, mew, new(s), pew, shrewd, slew, stew, threw ue blue, clue, cue, due, hue, glue, sue, true igh bright, fight, flight, fright, high, light, nigh, night, might, right, sigh, sight, slight, thigh, tight eigh eight, freight, neigh, sleigh, weigh(s), weight ie (chief) brief, chief, field, fiend, fierce, grief, niece, pier, pierce, priest, shield, shriek, thief, wield, yield ou (out) bound, cloud, couch, count, found, grouch, ground, hound, mount, mouth, pouch, pound, proud, scout(s), shout, sound, south, spout, sprout, trout oo (food) bloom, boom, boost, broom, cool, droop, food, gloom, hoop, mood, noon, pool, proof, room(s), scoop, smooth, snoop, stool, spoon, swoop, stoop, tool, toot, tooth, zoom oo (book) book, brook, cook, crook, foot, good, hood, hook, look, rook, shook, soot, stood, took, wood, wool ea (eat) beach, bead, beast, beat, beak, cheap, clean, cream, dream(s), eat, feast, heat, lean, leaf, leap, mean, neat, peach real, speak, sneak, steam, streak, teach, wheat ea (bread) bread, breadth, breast, breath, dead, deaf, dealt, death, dread, dreamt, head, health, meant, spread, thread, wealth ow (snow) blow, blown, bowl, crow, flow, flown, glow, grow, grown, growth, low, mow, own, row, show, shown, slow snow, throw, thrown ow (cow) brow, brown, chow, crown, drown, down, fowl, frown, growl, how, howl(s), owl, plow, prow, prowl, scowl, town, yowl

Vowel...... -r ...... Purpose Vowel -r is designed to reinforce sound/symbol correspondence for vowel-r combinations (or, ur, ar, ir, er). Tasks involve recognizing words in isolation and spelling one- and two- syllable words as dictated. Includes sentences in every unit. Task Description Vowel -r consists of three tasks:

1. The program dictates a word and the student identifies it from a group of words that contain vowel-r combinations.

2. The student spells a dictated word by selecting the letters on- screen and putting them in order.

3. The student reads a sentence and chooses the correct vowel-r combination to fill in the missing letters to complete the word. For example: It is Jim’s t__n to take out the trash. (or ur)

Units 1 or, ur (plus sentences) 6 ar, or, ur with blends (plus sentences) 2 ar, ir (plus sentences) 7 two syllables ar, ir, or (plus sentences) 3 ar, or, ur (plus sentences) 8 two syllables ar, or, ur (plus sentences) 4 ar, or, er with blends (plus sentences) 9 two syllables ar, or, er (plus sentences) 5 ar, or, ir with blends (plus sentences)

55 munching, picking,renting,ru twirling, wishing twirling, forks, honks,prints,risks, shells, shocks, mixes, losses, passes, messes, smashes, taxes,tosses, wishes Suffixes Lists Word -r Vowel ed ing es s Lists Word Units 3. 2. 1. Task Description Purpose rented, sanded, sifted, st suffixes, and spelling thesuffixe reco requires It suffixes. common 5 4 3 2 1 ...... spur(s), spurt,turn thorn, torn porch, pork, port,scorch, shor ur or ir ar Units 1–6 spark, star(s),yard starch,tart, start, marsh, part, harp, march,mark, es ing his class__When end, Ron planstotake a longcamp__ trip. ( words.suffixes andplacing them in thecorrect For example: a bysentence completes selecting student the missing The displaysthewithoutsuffixin. andstudenttypesit the studentselects dictated The words studentsorts intoboxesThe based on their suffixes. bats, belts, cabs, hugs, hums, kids, m hugs, hums,kids, belts, cabs, bats, ful, est, er(plussentences) less, ful(plussentences) ness, ed, ness,less(plus sentences) es, ing (plus ed (rented), sentences) s, es,ing (plus sentences) dirt, fir, firm,first,girl dirt, boxes, brushes, bunches, buzzes,classes, rented, added, clouded, dented, drifted, dusted, ended, floa ended, dusted, drifted, dented, clouded, added, rented, burn, burp, burst, church, curb, curl, fur, hurt, cord, corn,born, dorm,for, fork, form,fort, north, barn, car, charm, chart, barn, car,charm, adding, bending, blocking, branching,bu ) Suffixes is designed of isdesigned to improvereading Suffixes and spelling Suffixes consists of threetasks: unted, tested, trusted , shirt, stir, , shirt,stir, whirl third, dart(s), farm, hard, harm, harm, hard, farm, dart(s), shing, shocking, smashing, smelling, splashin t, sport,stork,storm, words from a list. The word word The list. a from words s at theend of abase word. scarf, shark, sharp, smart, smart, sharp, shark, scarf, gnition of isolated words with ops, pets,ponds,jumps, drips, burns, snaps, specks, stops, whips,whirls, wings crashes, dresses, fi mping, camping, crunching, crushing, mping, camping,crunching, 10 9 8 7 6 harvest, marching words) Units 7–9(2-syllable normal,snorke organ, er ur or ir ar er ted, frosted,handed s xes, flashes, foxes, glasses, grasses, lunches, masses, y, ly,en(plus y, sentences) ish,ly(plussentences) ment, y, ment, ish (plussentences) est, er, y(plus sentences) birdbath, birthday, confirm, stirrup, whirlwind chapter, lantern, persverdict on, termite, harness, hardware, harmless, darkness, carpet, artist, perch, jerk, term en, ed, es(plussentences) airport, forest, forget, burden, current,furnish,suburb, surplus STRATEGIES STUDENTSOLDER FOR g, standing, stomping, thinking, trusting,g, standing,stomping, thinking, charms, checks, chir , pardon,starlight, started, target , hinted, hunted,land ed, lasted, listed, l, torment,support dusting, fixing, frosting, milking, dusting, fixing,frosting, hornet, inform,morning, Level Activities3 ps, cracks, docks, . . . 56 . . . . . STRATEGIES FOR OLDER STUDENTS 4 Level 3 Activities

est clearest, coolest, deepest, dullest, farthest, fastest, longest, neatest, sharpest, shortest, slowest, smartest, strongest, sweetest, swiftest y chilly, chunky, cloudy, crusty, dreamy, dusty, flashy, frilly, grassy, hairy, handy, healthy, lucky, messy, misty, rainy, roomy, rusty, speedy, sticky, stormy, thirsty ness blackness, darkness, deafness, fatness, fondness, gladness, goodness, illness, limpness, quickness, redness, sadness, sharpness, sweetness, weakness, wetness less blameless, careless, cloudless, dreamless, dripless, fearless, formless, helpless, hopeless, joyless, painless, shapeless, sleepless, soundless, thankless er broiler, camper, clearer, dreamer, duster, farmer, hunter, jumper, longer, painter, planter, printer, prouder, roaster, seller, sifter, starter, sticker, swifter, teacher, twister ly badly, blankly, bravely, clearly, dimly, fondly, frankly, gladly, grandly, gravely, lately, likely, lonely, loudly, mainly, manly, nearly, purely, sadly, safely, shapely, stately, timely ment basement, casement, pavement, payment, shipment, statement ful careful, cheerful, dreadful, fearful, fretful, grateful, hateful, helpful, hopeful, lawful, needful, spoonful, thankful, useful, wishful ish bookish, boyish, foolish, girlish, greenish, selfish, sickish en deepen, frighten, lighten, sharpen, shrunken, silken, wooden, woolen

2. . .Syllable ...... Words ...... II...... Purpose 2 Syllable Words II is designed to provide practice in constructing two-syllable words containing the concepts presented in Strategies for Older Students Levels 1, 2, and 3 (CVC, CCVCC, CVCe, CCVCe, VV, and V-r). The activity also includes a timed exercise to increase automaticity. Task Description 2 Syllable Words II consists of two tasks:

1. Given two columns of detached syllables (word parts), the student selects the first and second syllable to create a word.

2. The first syllable of a word displays on-screen and the student selects the second syllable to complete the word.

Units 1 CVC, CVCe (cam-pus, ig-nore...) 6 Mixed (mus-ket, ar-gue, per-haps...) 2 VV, CVC (out-law, con-test...) 7 Mixed (light-ning, ad-mire, com-mute...) 3 VV, CVC, VCC (rep-tile, fos-sil...) 8 Mixed (com-bat, chow-der, ex-tinct...) 4 CVC, VV, V+r (fol-low, dis-count, shar-pen...) 9 Mixed (hor-net, com-plain, land-slide...) 5 Mixed (vam-pire, im-pact...) 10 Mixed (text-book, dis-card, mon-ster...)

Word Lists Unit 1 ad-vise, cam-pus, chil-dren, com-pute, con-fuse, ex-plore, gos-sip, him-self, ig-nore, lan-ded, rot-ten, sus-pend, trip-let, up-set, wel-fare Unit 2 bam-boo, class-room, con-test, cos-mic, ex-plain, flash-light, fol-low, oat-meal, out-law, raccoon, rain-bow, railroad, six-teen, sail-boat, sham-poo

57 ded, tar-get,te ping, sub-ject, sun-rise,twis-ted mis-fit, slip-per, thir-teen sum-mer, text-book ket, per-haps, sing, pad-lock,pil-lo Unit 10 Unit 9 Unit 8 Unit 7 Unit 6 Unit 5 Unit 4 Unit 3 Unit Units Task Description Purpose Paragraphs I target words words target in isolation. activity the errors, more or two to comp words inthe missing types pronounced whenstudents clickon its theme. Sight words are listed at the top of the screen and are Strategies for Older Studen forOlder Strategies contain thesameconcepts in context. Paragraphsincluded comprehension by reinforcing word-a trum-pet, um-pire, val-ue, wel-fare tain, stif-fen,tur-nip tim-ber thun-der, ter-mite, round, 9 8 7 6 5 4 3 2 1 parenthesis) wordsin (target Topics ...... New Orleans (mouth, Fren (mouth, New Orleans do (see, Trip A Steamboat north The Mississippi (dirt, Mark Twain (name, boat, deep,tales,boys) Timing a Glacier (fast, past, clock, crept, melt) (made, Making anIceberg pi grave) must, back, swift, (time, Salmon The hike,tent, bring, long) (plane, toAlaska A Trip The Alaska PipeLine(brings, hills, past, spot, send) com-plain, for-est, grem-lin, ham-mer, da an-noy, bar-ber,chow-der,com-bat, ar-tist, bam-boo,car-pet,co ad-mire, ar-gue, book-let,brigh-ten,com-bine, ar-gue, blue-bird, con-sume, an-noy, dis-count,fol-low, ap-pear, back-yard, free-d air-port, book-case, cole-slaw,con-fide ap-proach, bed-room,chil-dren,com- Paragraphs Iis designed to improve reading a-spoon, vam-pire w, pur-sue, text-book A paragraphdisplayswith ts Levels1, 2, and3. cks, hard,cks, might, new) provides practice in recognizing in practice provides , rafts, mules, streams) ch, food, near, made) ch, food,near, les, thick, slides, les, thick,slides, split) lete the lete paragraph. Ifthereare them.The student selects and ttackand strategies readingin cor-ner, dis-turb, fish-hook, im-pact,pay- m-mute, dis-gust,eas-tern, ex-pert, grem-lin, in-ste a picture illustrating apicture illustrating con-fess, dam-pen, ex-treme, fain-ted con-fess, dam-pen,ex-treme, hor-net,land-slide,main , bar-ber, en-joy,fos-sil, muf-fin, r-ling, ex-tinct, far-ther, for-got, high-way, in-dex, mar-ket, mis-lead, sus- far-ther, mis-lead, r-ling, ex-tinct, for-got, mar-ket, high-way, in-dex, ment, dis-card, eigh-teen, fron-tier eigh-teen, ment, dis-card, 18 17 16 15 14 13 12 11 10 founders) om, her-self,gar-den,lan-te Built Railroads(coast, slow Buffalo (plains, survive, gift, new, The hides) Mix of People(west,laws, sent, life, part) Narcissa Whitman(make, Hard Times(times, brok Loading Goods (need,star co (explore, and Clark Lewis Search for Land (land, rais Sugar Bowl Game (times, street, dawn, game, bowl) STRATEGIES STUDENTSOLDER FOR -tain, moon-light,shel-ter, pros-p ect, rep-tile, ment, par-king,pinpoint,sur-prise, soun- play-ground, rep-tile, seg-ment,shop- , haun-ted, in-clu , haun-ted, , fur-nish,hiccup,mid-night, mus- rn, shar-pen, sup-port, sur- rn, shar-pen, e, trail, kept, hopes) e, trail,kept, ing, needed, went, western) ing, needed,went, way, husband, brave, t, children) tools, cow, , railroads,lines) steel, ast, maps,soon,started) ad, light-ning, met-ric, Level Activities3 de, mon-ster, nur- . . . 58 . . . . . 4 STRATEGIES FOR OLDER STUDENTS Level 4 Activities

L EVEL 4 ACTIVITIES

Level 4 activities reinforce the word-attack strategies necessary for automatic recognition of one-, two-, and three-syllable words. Words contain open and consonant-le syllables, hard and soft c and g syllables, and words containing concepts from Levels 1, 2, and 3. Exercises involving single words continue to develop phonological awareness, while activities including sentences and paragraphs provide practice in applying word-attack strategies to contextual material.

Focus To reinforce reading of two-syllable words containing six syllable types (Open, Closed, Silent e, Vowel Combination, Vowel -r, and Consonant-le); includes sorting detached syllables, and constructing words by combining syllables. Units 22 (7 involve syllable sorting, 15 involve word construction) See page 4-21

Focus To reinforce sound/symbol correspondence for hard and soft c and g in one and two- syllable words; includes sentences in every unit. Units 12 (sentences in every unit) See page 4-22

Focus To practice the construction of three-syllable words from five types of detached syllables (Open, Closed, Silent e, Vowel Combination, and Vowel -r). Units 12 See page 4-23

Focus To improve reading comprehension by reinforcing word-attack strategies and by reading words in paragraphs; includes words containing concepts from Levels 1, 2, 3, and 4. Units 19 See page 4-24

59 and constructing and ty and constructing Combination, and Vowel-r). It in 1,2, inLevels Silente, and 3(Closed, presented Vowel It syllables. and consonant-le improve automaticrecognition of 2. 1. Task Description Purpose Syllable Types 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Easy Words, 2–4 grades Units Harder Words,grades 4–6+ ...... and the student copies the word by typingit. the appropriatesecond syllable. box, revealing the first syllable. studentthen matches The it to atwo-sylla studentconstructs The unit. third every taskoccurs sorting This ittothe appropriate file card. syllable and sorts the correct selects student andthe adetached dictates syllable program The Construct words with open first syllableandopen second VVorV+r syllable—copy word Construct wordswith first syllabl open Construct wordswith todictation Sort Silente,VV,and V+r syllables Construct words openorclosedwith first sy Construct words openorclosedwith first sy Sort openand closed syllables to dictation Construct words openorclosedwith first sy word first syllableandsyllable—copy open closedsecond Construct wordswith Sort openand closed syllables to dictation Review unit—carefully chosen unit—carefully Review Construct words withopenorclosed word syllable—copy second Constructc-le words and withopenorclosed first syllable Sort open, VV,andc-lesyllables to dictation word syllable—copy second Constructc-le words and withopenorclosed first syllable Construct words withopenorclosed first syllab Sort closed,c-le, and VCesyllables dictation to Construct words withopenorclosed word ond syllable—copy Construct sec words withopenorclosed and closed first syllable Sort closed, open,andVCe syllables to dictation Construct words withopenorclosed first Construct words withclosed first sylla to Sort andopen syllables with closed dictation c-le Syllable Typescontainsse Syllable Types consists of two tasks: Syllable Typesconsiststwo of ping two-syllable words. also reviews the syllable types syllable also reviewsthe cludes sorting detached syllables syllables detached sorting cludes two-syllable words with open The word The displays inacolumn, words reviewing all concepts all words reviewing veral different tasks to ble word by selectingablue first syllable or and VV,VCe, first syllable word syllable—copy VCe,orV+rsecond closed, and syllable first e and VCe secondsyllable—copy word ble and c-lelastsyllable—copy word syllable and c-le last syllable—copy word lastsyllable—copy and c-le syllable llable and closed secondsyllable—copy word llable and closed secondsyllable—copy word llable and closed secondsyllable—copy word le and closed or VCe second syllable—copyword STRATEGIES STUDENTSOLDER FOR c-lesecond syllable—copy word Level Activities4 . . . 60 . . . . . 4 STRATEGIES FOR OLDER STUDENTS Level 4 Activities

Syllable Types Word Lists 2 ba-sic, e-vil, si-lent, ho-tel, u-nit, o-pen, pi-lot, tu-lip, Ja-son, stu-dent 3 cab-in, cam-el, sec-ond, vis-it, sol-id, fi-nal, Su-san, mo-ment, spo-ken, hu-man 5 trav-el, fin-ish, sal-ad, rob-in, la-bel, o-mit, le-gal, to-tal, pu-pil, pre-vent 6 rad-ish, pan-ic, clos-et, rap-id, tal-ent, plan-et, vi-rus, fre-quent, e-quip, Ro-man 8 lo-cate, fe-male, vi-brate, e-rase, su-preme, do-nate, pro-vide, re-tire, ro-tate, mi-grate 9 de-stroy, re-veal, se-cret, i-tem, mi-nor, me-ter, pa-per, spi-der, la-ter, ma-jor 11 han-dle, bub-ble, sam-ple, bot-tle, wig-gle, puz-zle, can-dle, trem-ble, set-tle, ap-ple 12 mid-dle, cat-tle, tum-ble, strug-gle, jun-gle, bat-tle, a-ble, cra-dle, ta-ble, ri-fle 14 pol-ish, lim-it, hab-it, met-al, spi-ral, ra-ven, si-ren, va-cant, ba-sin, ba-con 15 van-ish, hu-mid, mo-tel, ro-bot, bo-nus, pre-fer, pre-pare, trib-ute, pro-mote, fro-zen 17 at-om, cred-it, pun-ish, ro-dent, ha-zel, cu-pid, ri-val, re-quire, mi-grate, u-nite 18 rid-dle, hum-ble, gam-ble, rip-ple, snug-gle, grum-ble, tem-ple, bi-ble, cra-dle, bri-dle 20 sad-dle, fid-dle, mum-ble, stum-ble, wob-ble, ket-tle, thim-ble, ca-ble, no-ble, i-dle 21 twin-kle, snif-fle, top-ple, ma-ple, ro-tate, do-nate, re-store, de-vour, be-tween, pro-found 22 hu-man, fin-ish, rap-id, lo-cate, drag-on, pan-ic, rip-ple, cra-dle, pro-found, tu-lip, re-fuse, e-rase, fre-quent, tum-ble, vi-brate

2. . .Sounds ...... of . . .c . . &. . .g ...... Purpose 2 Sounds of c & g involves four tasks designed to reinforce reading of words containing hard and soft c and g. Tasks increase awareness and application of rules governing the pronunciation of c and g in one- and two-syllable words. Exercises require sorting words according to the sound of c or g (hard or soft), choosing the correct word from dictation, and using the keyboard to complete words. Sentences are included in every unit to reinforce the application of rules to contextual information. Task Description 2 Sounds of c & g consists of four tasks:

1. A word displays on-screen, the student determines the sound of the c or g, and sorts it into the appropriate box.

2. The program dictates a word and the student selects it from a group of words.

3. An incomplete word displays on-screen, and the student types in the missing letters.

4. The student reads the beginning of a sentence and matches it with an appropriate ending.

Units and Word Lists 1 hard & soft: beginning c cute, cash, cost, clip, cabin, 3 hard: beginning sc blend or two-syllable beginning c, comic, cowboy, cent, cell, cellar, center, cider, city, cigar soft: ending nce and two-syllable beginning c scab, scale, 2 hard: beginning c, soft: ending ce clasp, crash, cane, score, scare, campus, carton, current, prince, dance, glance, cart, code, coast, cuff, ice, face, price, place, nice, ace, lace chance, fence, central, cinder

61 2 Sounds ofc&gUnitsandWord2 Sounds Lists, continued Units 3. 2. 1. Task Description Purpose 3 SyllableWords (Closed, Open, Silent Open, Silent VowelCombination,and e, Vowel (Closed, -r). words containing the syllable ty trace, twice crow, crunch, clap, cast, voice, sauce, spruce, fleece, slice, space, scene, embrace, center embrace, scene, space, cart, clock,carbon, 7 6 5 4 3 2 1 8 7 6 5 4 gender, German garden, goblin,gallon, gent, decorate, monorail, momentum,antelope, incomplete, violent continent, astonish,investment,interrupt, peppermint musical,departme electric, violin, volcano, consistent,violin, eraser absolute, appendix, commitment,Wisc fantastic,interpret,forgotten,pretended, acrobat develop united, Atlantic, accomplish, establish, cactus, lance, spice, scent, mercy, excess, fan dancer, princess, excite princess, dancer, hiccups, collect, cupcake, perc ...... words withouthearingthe words first. toform grid the detachedfrom syllables studentarranges The studentThe copies the word by typing in the syllables. tatedword. three-syllable detachedstudent rearranges The syllables tocreatedic- the bitterness, forbidden, diplomat, document,alc substitute,under isolate, deposit, domestic, repub dependent, professor,regular, magnetic, underneath, communist, important, equipment,instrument, illustra contribute, estimate, hard &soft: beginningg c mixed c hard &soft:medial c, soft: hard: beginning hard: beginning c, soft: endingce 3 Syllable Words reinforces Words Syllable 3 curl, crack, canal, candy, coffee, contact, carpet, cutter, coffin, carpet, cutter, 3 Syllable Words consists of three tasks: expect, exclude, attainment, microscope, nt, director,understood, beginning andendingc ohol, romantic,muscular, line, entertain, external, germ, gym, ge germ, gym, game, goat, grab, gush, lic, electron,violet, onsin, spectator, monument ent, pencil,ulcer, except, pes presentedinLevels1–4 te, organize, requirement, requirement, te, organize, curb,cling, count, reading of three-syllable of three-syllable reading race,grace,lice, raccoon,escape, rbil, gently, cube, stage, large grand, gutter, gossip, gotten, rage, page, wage,huge, enrage, tragic, fragilecy, fragilecy, tragic, stencil goddess, gather, charge,urge, strange, indulge, danger, 12 11 beginning g 10 9 cringe, lounge, hinge, plun cringe, lounge, legend, magic, charges, pages forgot, stagnant, engulf, forgave, margin, logic, rigid, turpentine cucu contentment, hibernate, 12 11 10 9 8 comprehend protected, politeness, rotating, feverish, inhabit, misleading remainder, reluctant,prope manual hobgoblin monot everglade, abdomen, Amsterdam imperfect, daydreaming, torpedo, transistor, hard: beginning g, soft: ending age disconnect, suffocate, uncommon, discontent, chimpanzee, occupant, mixed g mixed hard &soft: medial g hard: beginning g,soft: en STRATEGIES STUDENTSOLDER FOR contestant, deafening, unbroken, ton,bassinet, badmin intercom, pollinate, amputate, duplicate, gust, gong, grass, glide, grime, gallop, gasket, regain, regard, gambler, goblet, garment, ge, gypsy, gem,ge, gypsy, gymnast magnet, disgust, fragrant, boomerang, casserole, undertake, memorize, ller, tenderness, interfere, interfere, tenderness, ller, immortal, distemper, distemper, immortal, one, crookedness, underfoot, mber, disrespe ding ngeand two-syllable Level Activities4 glass, gain, goal, . . . ct, banister, 62 . . . . . STRATEGIES FOR OLDER STUDENTS 4 Level 4 Activities

Paragraphs...... II ...... Purpose Paragraphs II is designed to improve reading comprehension by using word-attack strategies when reading in context. Paragraphs reinforce concepts from Strategies for Older Students Levels 1–4. Task Description A paragraph displays with a picture illustrating its theme. Students may click sight words listed at the top of the screen for pronunciation. The student selects and types in the missing words to complete the paragraph. If there are two or more errors, the activity provides practice with recognizing target words in isolation.

Units Topics (target words in parenthesis) 1 Ancient Sports (might, playing, game, hockey, nearly) 2 Ancient Basketball (rubber, hoop, winning, team, lost) 3 Winter Olympics Symbol (sport, Norway, needed, visit, lively) 4 Inventing the Bicycle (began, invented, public, years, person) 5 Biking Coast to Coast (coast, stay, bitter, food, goal) 6 Diane Roffe-Steinrotter (event, athlete, winter, follow, fastest) 7 Johnny Weismuller (films, trees, swimmers, training, spotted) 8 Tiny Archibald (became, player, never, drafted, basketball) 9 Fernando Valenzuela (baseball, owner, following, played, season) 10 Roberto Clemente (athlete, respect, treated, rights, boys) 11 Women Bowling Champs (bowling, skills, held, perfect, shown) 12 Glenn Cunningham (record, badly, beat, ranch, children) 13 Jacuzzi Brothers (parts, took, treatment, saw, whirlpool) 14 Sylvia Earle (explorers, conducted, living, weeks, program) 15 Margaret Gallimore (eighteen, rented, children, paid, proud) 16 Steven Hawking (speaking, ever, began, worldwide, thinkers) 17 Maya Angelou (talented, road, being, strength, thousands) 18 Merce Cunningham (difficult, bother, music, hear, bird) 19 Eng Ung (homeland, flight, first, became, saved)

63 include sentences and paragraphsprovid to continue words involvingsingle syllabic words. Exercises Level 5activitiesreinforce the structural analysis word-atta L EVEL 5A CTIVITIES meanings of roots and prefixes. Units Focus Units Focus Units Focus Units Focus Units Focus combining forms. combining containing commonGreek combining forms. Emphasis ison the meanings of theGreek containing commonLatin roots and prefixes re cove automaticity. Material accent spelling placement, patterns. Includes by di ofaffixes spelling Includes suffixes; includes discriminati af-, etc.). root, andsuffix; accent pl See page See page See page See page See page 10 (sentences and paragraphsincluded) 10 (sentences in every unit) 21 (sentences in units1–18) 12 (sentences in units1–9) 11 To improve vocabulary and word recogniti word and vocabulary improve To recogniti word and vocabulary improve To To practicetherecognition of two- to fo recognition of La To reinforce four-syllabl to readingoftwo- reinforce To 4-32 4-29 4-27 4-26 4-33 e practice in applying word attack word applying in practice e acement is emphasized; includes prefixes includes emphasized; is acement red includes:-ate/ite/ive on ofaffixes andconstruction ctation, construction of words, an of words, ctation, construction ck strategies necessary for automatic recognition ofmulti- recognition forautomatic necessary ck strategies develop automatic word recognition, while activities that activities while word recognition, automatic develop tin prefixes and suffixes in two- suffixes intofour-syllabletin prefixesand words. STRATEGIES STUDENTSOLDER FOR of important elements, and timed reading for reading and timed of important elements, lated to number and ne ur-syllable wordscontai ur-syllable strategies to contextual material. e wordscontainingAnglo-Saxon prefixes and ; -ity/ic/ical; connectives ; -ity/ic/ical; on throughconstructingandreadingwords on throughconstructingandreadingwords of words byadding affixes. d divisionof words intoprefix, that change (e.g., ad-, at-, ap-, gation. Emphasisis on ning special accent Level Activities5 i/u;tu/du; ti/si/ci. 64 . . . . . 4 STRATEGIES FOR OLDER STUDENTS Level 5 Activities

Anglo...... Saxon ...... Purpose Anglo Saxon contains several different tasks to reinforce automatic recognition of multi-syllable words that contain Anglo-Saxon prefixes and suffixes. Activities include identifying prefixes and suffixes in isolation and within the context of a word and then typing them as dictated within the context of a word. Some activities focus on the three pronunciations of -ed, and some have sentences where the student chooses the correct affix to complete a word. Task Description Anglo Saxon consists of four tasks:

1. The program dictates a prefix or suffix and the student chooses it from a group of affixes on-screen.

2. The program dictates a word and the student clicks on the affix and places it next to the root word.

3. The student types the affix from dictation on a blank in front of the root word. If difficulties arise, a model will appear briefly and disappear; if another mistake is made, the student can copy the affix and then type it from memory.

4. The student reads a sentence and selects the appropriate missing affix.

Units 1 Identify and spell prefixes to dictation (for, in, out, over, under) overhead, overwhelm, overtake, underneath, understand, undertake, instead, inside, outside, outlaw, outplay, forget, forbid, forgot, forgive 2 Identify and spell prefixes to dictation (a, be, fore, mis, un) around, ahead, aground, before, because, become, begin, foreman, foretell, foreseen, misspell, mistake, mishear, unknown, unhappy, untried 3 Sort words containing -ed to dictation (/ed/, /d/, /t/) /t/ dumped, trashed, ranked, swished, stashed, honked, wished, dressed, dunked, stamped, crunched, thumped, camped, splashed, thanked, cracked, chirped, cashed, tacked, sacked, licked, limped, switched, cashed, touched, reached /d/ filmed, smelled, killed, spelled, thrilled, banged, longed, drilled, filled, charmed, ordered, stowed, failed, screamed, shelled, wailed, veiled, majored, vetoed, bowed, shadowed, labored, colored, feared, sailed, mailed, reared, leaned /ed/ dented, scolded, shielded, feasted, clouded, floated, baited, granted, blended, tended, rented, folded, twisted, handed, hunted, listed, dusted, blasted, grunted, blinded 4 Identify and spell suffixes to dictation—unchanged base word (en, er, est, ness, less) wooden, sharpen, lighten, harden, maiden, shorten, dampen, golden, eaten, beaten, fallen, teacher, smaller, smarter, steamer, cleaner, higher, darker, colder, taller, brighter, golfer, banker, printer, brightest, warmest, longest, lightest, dampest, darkest, shortest, kindest, fastest, slowest, nearest, fastness, darkness, sharpness, plumpness, kindness, goodness, sickness, illness, stillness, shyness, soreness, weakness, careless, shameless, helpless, useless, thankless, lifeless, selfless, hopeless, tactless, endless, restless, worthless, speechless, homeless, fearless, blameless, childless, pointless, harmless 5 Mixed words from units 3 and 4 6 Identify and spell suffixes to dictation—unchanged base word (ly, ing, ful, y, hood, ward, some) rusty, windy, lucky, sleepy, rainy, curly, cloudy, stormy, snowy, tricky, messy, dirty, handy, lumpy, filthy, bloody, healthy, wealthy, soapy, helpful, careful, useful, shameful, skillful, willful, fretful, mindful, sinful, wasteful, painful, faithful, fearful, truthful, graceful, cheerful, playful, badly, hardly, nearly, slowly, friendly, nicely, mostly, gladly, lovely, lately, widely, lonely, swiftly, knighthood, likelihood, neighborhood, following, blocking, bumping, frosting, smelling, camping, marching, parking, chomping, branching, crunching, playing, munching, homeward, backward, forward, upward, inward, afterward, lonesome, wholesome, bothersome, handsome

65 Task Description for Units 7–10 for Units Description Task Latin continued Units, Saxon Anglo 2. 1. 5. 4. 3. 2. 1. Task Description Purpose 10 vary somewhat due to conceptual differences): duetoconceptual 10 varysomewhat application of rules to changed. Sentencesare included which prefixes have identifying and involve change rule prefix onthe specifically unitswork words.Two and roots tocomplete root, andsuffix, and matching prefix, affixes wordsinto dividing word, dictated a create to affix the affixes,spelling discriminating visually require Exercises words. multi-syllable in affixes ofrule and application awareness suffixes whereaccent the fallsroot.theThe on tasksincrease wordsthat multi-syllable reading 10–12 9 8 7 cuter, safer, tubing, cutest tubing, safer, cuter, unhelpful, unfaithful, over unhelpful, unfaithful, understanding, forgetful,unturned,fo planned, sloppy,hoped,batted, bitten,pinned,griping,scraper, stopping, biggest,shipper,hitting, hopping, gripping,snipping,mopping,robbed,st ...... the letter strings that match the prefix exactly (units 1–6). displaysnext A prefix on-screen the student roottocombine with chooses the correct Roots display on-screenwiththree boxes has whatprefix change occurred. to indicate A worddisplaysbo with three on-screen At theendof with each sentences unit, thestudentreads After placing the affixes in the boxes, thestudent matches a word. the roots to form the affixand root inthe appropriateboxes. Two boxes display on-screenwiththewords containing Latin-based affixes. studentdivides thewords The andplaces dictates program The a word and the student uses letters in a box to spell the affix. Mixed words fromunits4,5, 6, and 7 Mixed words fromunits4,5, 6, and 7 Identify andspell suffixes to dictation— Three- and four-syllable words Latin is designed to reinforce word-attack strategies for for strategies word-attack toreinforce isdesigned Latin Latin consists generally Latin consists contextual information. sharpen, overturned, underworked, forgotten, misleading,deafening,sharpen, overturned, underworked,forgotten, crookedness in every unit to reinforce unittoreinforce in every contain Latin prefixesand/or contain s governing thepronunciation of toabox containing strings,letter some of which matchstudent clicks theprefix. The rbidden, forgiven, misspelling, outplaye forgiven, misspelling, rbidden, containing Angl xes containingstudent aprefix. looksThe attheword and clicks onthe box containing the prefixand possible chan words withdouble le of fivetasks(units 7– the prefix and puts it in the appropriate box.appropriate in the and putsit theprefix o-Saxon affixes words that have an affixmissing and fillsin the affix. Later, thestudent clicks the riper, sloping,diner,taped, tters or omitted e STRATEGIES STUDENTSOLDER FOR d, beginning, forecaster, overwhelming, ripped, tapping,spitting,bidding, ges. Inresponse to a dictatedword, dictated suffix (units 11–18). (units suffix dictated hiding, striped, mating, riding hiding, striped, Level Activities5 . . . 66

, . . . . . 4 STRATEGIES FOR OLDER STUDENTS Level 5 Activities

Units 1 & 2 Identify and manipulate Latin prefixes—no changes (ad, con, in, dis, ex, re) 3 & 4 Identify and manipulate Latin prefixes—no changes (de, ob, pre, pro, sub) 5 & 6 Identify and manipulate Latin prefixes—no changes (ab, trans, per, se, inter) 7 & 8 Identify and manipulate Latin prefixes—changes (ad, ob, sub) 9 & 10 Identify and manipulate Latin prefixes—changes (con, in, dis, ex) 11 & 12 Identify and manipulate Latin suffixes (al, ary, ish, ment, us, ty) 13 & 14 Identify and manipulate Latin suffixes (ure, tude, ile, ize, ory) 15 & 16 Identify and manipulate Latin suffixes (age, ant, ance, ancy, ability, able, ous) 17 & 18 Identify and manipulate Latin suffixes (ice, ive, ent, ence, ency, ible, ibility) 19–21 Three- and four-syllable words containing Latin affixes.

Latin Word Lists 1 admire, advance, address, conceal, concern, concrete, conduct, confess, confide, confine, confirm, conflict, confront, confuse, connect, consent, conserve, incline, include, increase, indent, indulge, inflate, inform, inhale, inject, disarm, discard, discharge, discuss, disgrace, dislike, dismay, dismiss, exact, except, excess, exchange, excite, exert, exhaust, expect, rebuild, recall, recline, record, recount, reduce, refer, refund, regard, regret 2 adjust, admit, advice, advise, conserve, consist, console, constrict, construct, consult, consume, contain, content, contort, contract, contrast, convict, convince, inquire, inscribe, insert, inspect, install, instill, instruct, insult, invest, dismount, display, displease, dispute, disrupt, distinct, distort, distract, disturb, expire, explain, explode, explore, export, expose, express, extinct, release, relief, repay, report, reprint, request, reread, respect, retire, retrace 3 debate, decay, decide, decline, deduct, defeat, defect, defend, object, observe, obsess, precede, precise, predict, prefer, prescribe, proceed, proclaim, produce, profound, progress, project, prolong, promote, subdue, subject, sublease, sublet 4 deflate, depart, delay, delight, depend, depress, destroy, devote, obstruct, obtain, obscure, prepare, present, preserve, presume, pretend, prevent, pronounce, propel, propose, protect, protest, provide, provoke, submerge, submit, subscribe, subside, subtract 5 abduct, abrupt, absolve, absorb, transact, transfer, transfix, transform, transfuse, seclude, secrete, secure, sedate, perhaps, permit, perplex, persist, perspire, pertain, intersect, intersperse, intertwine, intervene, interweave 6 abstain, abstract, absurd, transgress, translate, transmit, transplant, transport, seduce, select, serene, severe, perceive, percent, perfect, perform, perfume, interact, intercept, interchange, interfere, interject, interrupt 7 appear, appeal, applaud, apply, appoint, arrange, arrive, attempt, attract, oppose, oppress, offend, offer, occult, succeed, success, suggest, supplant, suppress 8 attract, afford, assist, allow, attend, annoy, accent, accept, account, offense, offer, occult, occur, offend, suppress, supply, support, suppose, suggest 9 compose, complain, complete, combine, compare, compel, compete, impel, impose, imbibe, improve, impair, diffuse, divide, diverge, dilate, digest, effect, erect, evade, elect, elate, elope, erase 10 compute, command, commit, collect, collapse, collide, corrupt, correct, impart, import, implore, impress, immense, direct, divine, dilute, digest, divide, erode, equate, equip, erupt, evict, evoke, event 11 vocal, equal, marshal, coastal, dental, mortal, rival, fatal, floral, brutal, library, salary, rosary, rotary, summary, blackish, boyish, childish, dampish, darkish, basement, payment, shipment, dainty, duty, fifty, forty, frailty, virus, bonus, campus, cactus, crocus, circus

67 Latin Word Lists, continued Word Lists, Latin 3. 2. 1. Task Description Purpose Special Accents Tasks for Unit1 due somewhat vary (units applying rules to c applying rulesto presented and reinforced. Every unit includes sentences to assist in tu i andu,ligatured and du,an toconnectives related Concepts affixes. words and type and affixes, Students match affixes, identify rules and pronunciation of the affixe not necessarily fall on the root Lati multisyllable wordscontaining 19–21 18 17 16 15 14 13 12 minus, focus,minus, walrus,discus,fungus str smallish, sickish, selfish, roundish, bleachable, breakable,burnab bleachable, pregnanc vacancy, hindrance, quadrant, pregnant,balance,distance, Gregory, ivory, victor history, armory,savo sensibility, credibility sensibility, current, agent, sentence, prudence, decency, tendency, agen visibility possibility, solvent, serpent,rodent,silenc fragrant,warrant,frag migrant, adorable, adjustable,dependable, attachable,allowabl compatible, contractible,convertible, admissible, collectible,deduct equipment, contentment, investment, installment, advisory, digestible, divergent, accessory, compulsory, directory, ble, wondrous, porous,pompous,callous crushable, countable, ble, fixa chewable, ...... andstudent the typesit. A word displays on-screen and the studentindicates wher suffix. and forthespecified placement foraccent coded visually A box containing sixmulti-syllabic words displays on-sc strings, some of which match studentclicks the suffix. on The the matching letter strings. A suffix displays on-screenne bandage, blockage, coin bandage, blockage, endure, lati longitude, failure, altitude, solitud secure, conjure, gratitude, figure, hospice, novice,solstice, jaundice,chalice, crevice, massive justice, malice, office, lattice, service, package, passage, cabbage, manage, message, scrimmage, lugg global, spinal, oral, lethal, oral,lethal, global, spinal, immortal, important, refusal, important, immortal, Special Accents is designed to practice reading topractice is designed Accents Special ontextual information. ry, memory,sensory Special Accents consists of five to sixSpecial tasksoffive to Accentsconsists y, hickory, rectory y, hickory, to conceptual differences). age, shortage,shrinkage,spo le, joyous,nervous, le, famous . Emphasison accent-placement d pronunciation of si/ti/ci are e, sentence, frequency, urgency, currency, pos rance, finance, entrance, clea entrance, finance, rance, affixes and words containing the affixesand wordscontaining postal, total, formal, rental,mental,glossa xt to abox containingletter n affixes where the accent does accent wherethe n affixes s aids in word identification. ongish, tallish, ailment, augment, casement augment, ailment, ongish, tallish, removal, recital, referral, external, internal, repayment, prepayment, detachment, detachment, prepayment, repayment, internal, external, referral, recital, removal, practice, captive, active, captive, active, practice, tude, amplitude, juvenile, amplitude, tude, e, futile attitude, reptile, e, affordable, correctabl ilage, storage, yardage, linkag yardage, storage, ilage, reen. student The clicks on the dictated word. Words are cy, tangible, feasible, legible, cy, tangible, forcible, terrible, edible, rance, pregnancy, infancy, probability, capab infancy, pregnancy, rance, e to place the accent. The program pronouncestheword, e program to place the accent. The , motive, native, passive, presen passive, native, , motive, cursive, festive, tangent, festive, cursive, age, plumage,baggage,pe STRATEGIES STUDENTSOLDER FOR ible, distractible, divisibl y, probability, livability, pr y, probability, fragile, textile, memorize, fertilize, civilize, factory, factory, civilize, memorize, fertilize, textile, fragile, , hostile, winterize, victim ry, boundary, bu sible, flexible, horrible, horrible, visible, sensible, flexible, sible, e, dependable, detectable , ninety, safety, sixty, thirty, twenty, si twenty, thirty, sixty, safety, , ninety, e, pleasant,tenant, servant, rglary, primary, granary, e, responsible, inflexible, e, responsible, talent, student, strident, ndant, peasant, merchant, obable, bankable, bearable, bearable, bankable, obable, ize, organize t, patent,parent, dissent, Level Activities5 ility, cashable, cashable, ility, . . . , modernize, , modernize, 68 nus, nus, . . . . . 4 STRATEGIES FOR OLDER STUDENTS Level 5 Activities

4. The student clicks on words as dictated as quickly as possible and has the opportunity to try to decrease his/her time.

5. The student identifies the correct word to complete a sentence. Tasks for Unit 2–5

1. Boxes display on-screen containing the word part under consideration; the program dictates a word and the student clicks on the box that contains the word part.

2. Boxes containing words display on-screen and the student highlights the word parts under consideration. The accented syllable displays and the word is pronounced.

3. A word displays on-screen and the student indicates where the accent should be placed. The program pronounces the word, and the student types it.

4. Three partial words display on-screen and the student types the correct suffix in the blank.

5. The student clicks on words as dictated as quickly as possible and has the opportunity to try to decrease his/her time.

6. The student identifies the correct word to complete a sentence. Tasks for Units 6 & 7

1. The program dictates words, and the student clicks on them as quickly as possible. Students have the opportunity to try to decrease their time. Tasks for Units 8 & 9

1. Words display on-screen and the student highlights the word part under consideration. The program pronounces the sound of the word part.

2. Words display in boxes and the student types in the missing word part after the program dictates it. The accented syllable displays and the word part is underlined. Tasks for Unit 10

1. The program dictates words, and the student clicks on them as quickly as possible. Students have the opportunity to try to decrease their time.

Special Accents Units 1 Accent placement and identification of Latin-based three-syllable words containing suffixes ending in silent -e (-ate, - ite, -ive) 2 Accent placement and identification of Latin-based words containing suffixes -ity, -ic, and -ical 3 Accent placement and identification of Latin-based words containing connectives i and u 4 Accent placement and identification of Latin-based words containing connective i saying /y/ 5 Accent placement and identification of Latin-based words containing ligatured tu and du 6 Identify words from units 4–5 7 Identify words from units 1–5 8 Accent placement and identification of Latin-based words containing si, ti, ci saying /sh/ 9 Accent placement and identification of Latin-based words containing si saying /sh/ and /zh/ 10 Identification of words from all units

69 incredulous, procedure, module, adulation module, procedure, incredulous, rupture, structure, electrical botanical, fanatical, political, technical, critical, comical, economic, electric,garlic, Hispan el dynamic, domestic, energetic, terrific, athletic, statistic, scripture, agriculture, mixture, adventure, manufacture, spatula, valiant, ingenious million, bunion, brilliant, anterior, posterior, imperial, stadiu ulterior, hysteria, fantastic, republic,attic,Atlantic, Pacific, artistic, gigantic, automatic, sarc ti humanity, rapidity, civility, stupidity, opposite,sate dynamite, urbanite, infinite, indefinite, definite, penetrate, motivate, ventilate, medicate, regulate, illustrate, terminate, operate, suffocate, concentrate, contemplate, deco compensate, delegate, designate, amputate confession, profession, passion, confession, profession, Unit 3 Unit 2 Unit 1 Unit Word Accents Lists Special Unit 10 10 Unit 9 Unit 8 Unit 7 Unit 6 Unit 5 Unit 4 Unit material, radiant, luxurious, solarium,Arabia, Ca opium, cognitive talkative, secretive, negative, division, confusion, revision, precision, exclusion, omission, admission, fusion, erosion,illusi partial, emotional initial,patience, station, ambition, moti vacation, ambitious, nation, spatial,national, incongruous, discontinuo conspicuous, tempestuous, Scandinavia, auditorium, sanitarium, co gracious, vicious, delicious, spacio efficient, gracious, vicious, special, delicious, session, confession, profes units 1–5 Words from units 4&5 Words from natural, nature,virtuous, mutual, pict battallion,companion, regalia, dominion, spaniel,familiar, union, on, genius,Daniel, stalli senior, junior,petunia, serious, barb radial, radio, hospitality, facility, sincerity, activity, frag purity, identity, aggravate, estimate, dedicate, circulate, candidate, alternate, activate, compensate, separate, perforate, Words from from allunits Words fixture, fortune, graduate, gradual, pendulum, sc gardenia, peculiar, opinion, communion, conven gardenia, communion, peculiar, opinion, us, promiscuous, annual s, ambiguous, manual, vacu monument, document,strenuous,ambiguous,manual, rate, demonstrate, devastate, convulsion, fission, depressi ic, acrobatic, historic ic, acrobatic, llite, parasite, favorite, relati llite, parasite, arian, oblivion, malaria,ex sion, passion, convulsion, passion,convulsion, sion, midity, polarity,humidity, personality, vi lombia, alien, continuous, alien, obvious,librarian, genuine, precarious, Colombia, median, , calculate, complicate, congregate, duplicate, elevate, formulate, hesitate, on, explosion, seclusion, profusion,in seclusion, on, explosion, ure, punctual, Portugal, statue, pastur statue, Portugal, punctual, ure, occasion, abrasion,collusion m, alleviate, mysterious, editoria al, ethical, hysterical nadian, Utopia,encyclopedia, ectronic, ethnic,frolic, diplom dominate, hibernate,immigrate, on, impression,mission, commi us, precious, judicial, ferocious, musician, session, ve, narrative, posit ve, narrative, primitive, perience, phobia, criterion,cu virtue,puncture,posture, tort fission, depression, impre hedule, fraudulent, nodule, hedule, fraudulent, ility, captivity, capability, ility, captivity, festivity, electricity, hostili STRATEGIES STUDENTSOLDER FOR astic, angelic, elastic, Antarctic, democrati , identical,mathematical,economical,practica ient, Spaniard, William, ient, Spaniard, cinity, severity, pub cinity, severity, clusion, version, clusion, invasion, provision, on, revolution, condition, ignition, l, humiliate, delirium, superior, delirium, l, humiliate, e, furniture, departure, century, Liberia, insomnia, zodiac, insomnia, Liberia, zodiac, atic, historic,atic, dramatic, franti um, evaluate, continual, continual, evaluate, um, ssion, mission,commission, ive, sensitive, tentative, ive, sensitive, stodian, suburbia, Bolivia, Bolivia, stodian, suburbia, isolate,navigate,nominate, ssion, admission, omission, ssion, admission, ure, capture,le individual, individual, residual, convenience, billion, convenience, Level Activities5 licity, public, public, licity, traf cture, feature c, fic, c, 70 ty, l, , . . . . . 4 STRATEGIES FOR OLDER STUDENTS Level 5 Activities

Prefix...... and . . . . . Root...... Meanings ...... Purpose Prefix & Root Meanings is designed to increase vocabulary as well as word identification through constructing and reading words containing common Latin roots and prefixes related to number and negation. The meanings of the prefixes and roots are emphasized and words are categorized according to the meaning of the prefix or root. Sentences and paragraphs reinforce conceptual application to contextual material. Task Description Prefix & Root Meanings generally consists of three tasks (units vary somewhat due to conceptual differences). Tasks for Unit 1

1. Two boxes display on-screen, one with the number prefixes, sample words and their meanings, and one with numbers. The student drags a prefix over and places it beside the correct number. The program pronounces the prefix and sample word, and states their meanings.

2. Students highlight prefixes signifying number amounts and sort them into boxes. The program pronounces the prefix and the word, and states the meaning of both.

3. Sentences defining a target word display on-screen with a box containing number prefixes. The student types in the appropriate prefix. Tasks for Unit 2

1. Negative prefixes display in a box and the student clicks on the dictated prefix.

2. A base word displays on-screen. The student listens to a dictated word and types in the negative prefix to complete the word.

3. Five words display in a box. The program dictates the meaning of one of the words and the student highlights the negative prefix in that word.

4. Sentences display on-screen, and students type in the missing prefixes. Tasks for Units 3 & 4

1. Two boxes display on-screen, one with prefixes indicating direction and one with meanings. The student listens to dictated words and then clicks on a prefix and puts it in the box next to the correct meaning.

2. Three boxes display on-screen with the meanings of the prefixes on top. The student listens to the word and clicks on the box that corresponds to its meaning.

3. Sentences with missing words display and the student selects the correct words. Tasks for Units 5–9

1. A box with three prefixes displays with a blank followed by a root. The program defines the root and the student types one of the prefixes into the blank to create a word. The program defines the word.

2. Five boxes display on-screen with a root on top. The program dictates a word and the student clicks the box that contains the root of that word. The word appears in the box without the root and the student types the root.

3. A paragraph displays on-screen containing ten words using the roots and the student highlights the words. Task for Unit 10

1. Five boxes display on-screen with a root on top. The program dictates a word and the student clicks on the box that contains the root of that word. The word displays in the box without the root and the student types in the root.

71 transfer, infer,refer except concept, predict, contradict,diction pretest, preview,interrupt subnormal, transport, transmit, tr discontent, insensitive, insane, infirm, nonsen nonconformist, nonexistent, circle, semiliquid, semiconscious semi multimillionaire, multiphase, Unit 6 Unit 5 Unit 4 Unit 3 Unit 2 Unit 1 Unit Prefix &RootMeaningsWord Lists 4. 3. 2. 1. Task Description Purpose Greek 10 Unit 9 Unit 8 Unit 7 Unit Tasks for Units 1–3, 5–7, and9–10 1–3, 5–7, Tasks forUnits differences): conceptual dueto somewhat Phrases are used throughout to reinforce meaning. toreinforce used throughout are Phrases wordsemphasizedto andareanalyzed according thesemeanings. common Greek forms. The meaningsof thecombining forms are word identificationby extend, insist, resist, consist resist, insist, extend, construct, instruct, destructi November, octopus, octagon, ...... definition to completetheword.definition Part of aword displays on-screen and thestudent types word. A word displaysmeanings underneath three on-screenwith the picture with the combining form. picture to studentchoosesmatch the The the correct mean sponding picture. sound and states its meaning. student The clicks on the corre- display an on-screen ing forms picturesThree depicting the meanings of three Greek combin- recede, precede,intercede, impel, scribble, inspect, repel, spectator, expel, respect, vision, visual,visit,visor, auditory report, export, import, trans contract, extract, distract, retract, c conduct, committee, external, insert, import, exit, inspect, intrude, internal, unhappy, unreadable, unattached,u quadruplet triplets, tricycle, uniform,bicycle, unicycle, Review of words from from all units of words Review Greekis designed toincrease vocabularyimprove and Greek consistsof four constructing and reading words containing and readingwords constructing , intercept,interfere,internati on, reflex, deflect, inflection on, reflex,deflect, decade, decathlon, centipede, cent centipede, century, decathlon, decade, ontract, community, ansfer, transfuse, propose, proc d the program dictatesits program d the se, nonproductive, nonrefundable, inhuman, in se, nonproductive,nonrefundable,inhuman, propose, transpose,compose,transmit,emit port, inform,reform,conform,deform, inve disobey, discontinue, produce, induct, conduct, produce, induct, , audience, auditorium, vocal, vocalize vocal, auditorium, audience, , tasks (units vary nbalanced, unchanged,unclear,unhealthy, nonmetal,nonparticipating, connect, distant, divide, onal, interview,intermission, recede,retake,respond,ret repeat, in the combining form that corresponds tothedictated that corresponds in the combining form distrust, disregard it. The student chooses the correct meaning to go with the go meaning to studentchoosescorrect it. The the ing stated by the program andthemeaning appears under ing statedby the program s, quintet, quintuplets, sextet, sextuplets, septuplets, export, eject, extract, subm extract, eject, export, eed, project, pr inscribe, describe,interrupt, STRATEGIES STUDENTSOLDER FOR reduce, object, project, inject, eject, eject, reject, inject, project, object, reduce, ennial, millipede, millennium, multilingual, multilingual, millennium, millipede, ennial, disrupt, dismantle, pred disrupt, dismantle, otrude, produce , submit,inspire,c , vocation, tactile, contact, intact, contact, tactile, , vocation, rt, revert, convert, pretend, contend, pretend, convert, rt, revert, consistent, independ arine, subway, substandard, substandard, subway, arine, disrupt, erupt, intercept, Level Activities5 onspire, respirator, ict, prevent,prepay, ent, inexcusable, . . . 72 ell . . . . . 4 STRATEGIES FOR OLDER STUDENTS Level 5 Activities

Tasks for Units 4, 8, & 11

1. Three pictures depicting the meanings of three Greek combining forms display on-screen with two blank lines. The program states the definition of a word and the student identifies the two combining forms found in that word and puts them on the lines. The computer then forms them into the word (e.g., “writing about life” is “biography”).

2. A word displays on-screen with three pictures. The student highlights the combining forms in the word and clicks on the matching picture.

3. Sentences with missing words display on-screen and the student chooses the correct words to fill in the blanks.

Units 1 Meanings of combining forms (bio, phon, geo, theo, psych, tech) biology, phonology, geology, theology, psychology, technology 2 Meanings of combining forms (derma, arch, chron, phys, astro, path) dermatology, archeology, chronology, physiology, astrology, pathology 3 Meanings of combining forms (meter, scope, graph, tele, gram) thermometer, microscope, phonograph, telephone, audiogram 4 Manipulating combining forms from units 1–3 telephone, telegraph, phonograph, chronometer, telegram, biography, telescope, geography, psychometric, chronograph, psychopath 5 Meanings of combining forms (crat, dem, naut, therm, hydro, polis) autocrat, demographic, nautical, thermometer, hydroplane, metropolis 6 Meanings of combining forms (biblio, auto, phobia, photo, mania) bibliography, automatic, claustrophobia, photosynthesis, maniac 7 Meanings of combining forms (hypo, hyper, macro, micro, mega, pyro) hypodermic, hyperactive, macrocosm, microcosm, megacomplex, pyrotechnics 8 Manipulating combining forms from units 5–7 bibliography, democracy, astronaut, thermometer, autograph, thermograph, hypothermic, microscope, hypodermic, hydrophobia, photograph, megaphone, autocrat, theocratic, demographic, pyromania, geothermal, hydroscope, hyperthermia 9 Meanings of combining forms (syn/sym, anti, a/an, pod, neo) synonym, antiaircraft, anarchy, podiatrist, neophyte 10 Meanings of combining forms (poly, mono, duo, gon, hemi, deca) polygon, monocle, duet, hexagon, hemisphere, decade 11 Manipulating combining forms from units 9 & 10 sympathy, symmetry, synchronize, symphony, polygon, monopoly, decagon, monomania, polypod, polyphone, anhydrous