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Lexia Reading™ ® 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 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 3 EARLY READING . 22 . L EVEL 1 ACTIVITIES Level 1 activities increase the phonological awareness skills necessary for efficiently learning sound/symbol correspondence and phonic word-attack strategies. Rhyming, the recognition of initial and final sounds, segmenting, and blending are emphasized. Pictures are included to reinforce meaning. Rhyme Time Focus To increase students’ awareness of rhyme patterns in spoken language. Units 11 (increasing in difficulty from one-syllable words containing 3 sounds each, to two- syllable words containing a suffix) Words 350 See page 2-2 Sound Match Focus To increase students’ ability to identify words’ beginning and end sounds. Units 12 (increasing in difficulty from one-syllable words containing three sounds each, to one- syllable words containing four sounds/phonemes with blends) Words 350 See page 2-3 Word Snip Focus To increase students’ ability to segment words into syllables and sounds. Units 19 (increasing in difficulty from two-syllable compound words presented with a 1-second pause between syllables, to words with three or four sounds/phonemes with no pause between the sounds) Words 400 See page 2-4 Sound Slide Focus To increase students’ ability to blend syllables and sounds to construct words. Units 14 (increasing in difficulty from two-syllable compound words presented with a ½-second pause between syllables, to words with three sounds/phonemes presented with a 1-second pause between sounds) Words 400 See page 2-5 Important! Throughout the activity descriptions, ‘Same as Unit #’ means that the same type of words are used—e.g., the same number of syllables and sounds. 4 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 EARLY READING Level 1 Activities . Sound. .Match . Purpose Sound Match is designed to increase students’ awareness of beginning and ending sounds in words. It also integrates word meaning into sound-discrimination activities. Task Description Three pictures display on-screen, each representing a single word. The program highlights and names each picture aloud. In the first 7 units, the student clicks on the word (or words) that begin with a certain sound. In units 1–3 and units 8–10, the student hears a sentence that defines the target word as well as its beginning or ending sound. (Note: If a student has difficulty with a unit, the program branches to a practice version with the correct answers highlighted.) Units Recognition of Beginning Sounds Recognition of Ending Sounds 1 One-syllable words containing 3 sounds. Foils have no 7 One-syllable words containing 3 sounds. Foils have no similarity to the target word (e.g., “Something that you can relationship to the target word (e.g., “Something that read that starts with the sound /b/.” book, cup, fan). swims that ends with the sound /k/.” duck, game, house). 2 Same as unit 1, except one foil has the same initial 8 Same as unit 7, except one of the foils has the same sound as the target word (e.g., “Something that birds live ending sound as the target word (e.g., “Something that you in that starts with the sound /n/.” nest, mouse, nose). eat that ends with the sound /z/.” pig, peas, bees). 3 Same as unit 1, except the foils have a similar meaning 9 Same as unit 7, except the foils have a similar meaning as the target word (e.g., “Something that is an animal that as the target word (e.g., “An animal whose name ends with starts with the sound /h/.” cat, hen, mouse). the sound /s/.” mouse, lamb, dog). Matching Beginning Sounds Matching Ending Sounds 4 One-syllable words containing 3 sounds. Foil has no 10 One-syllable words containing 3 sounds. Foil may similarities to target word pairs. Target words are placed have some similarity to target word pairs. Target words are next to each other (e.g., bull, bed, rock). placed next to each other (e.g., bed, mad, cake). 5 Same as unit 4, except target words are 11 Same as unit 10, except target words are placed placed randomly (e.g., home, goat, hose). randomly (e.g., robe, jet, web). 6 One-syllable words containing 4 sounds including 12 One-syllable words containing 4 sounds including initial blends. Foil has no similarities to target word pairs. ending blends. Foil may have some similarity to target Target words are placed randomly (e.g., smoke, clock, word pairs. Target words are placed randomly (e.g., stamp, skate). trunk, harp). 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.
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