Lexia Reading
Teacher’s Guide to the Student Software
Early Reading Primary Reading Strategies for Older Students Lexia Reading aligns with the Three-Tier Response to Intervention (RTI) Model 5% FEW tier Accelerate reading acquisition by providing extended practice to develop foundational reading strategies 15% some THREE Use: 20-30 minutes, 5 times a week
80% tier Prevent reading failure by strengthening reading skills for students all who need additional practice in essential reading skills TWO Use: 20-30 minutes, 3-4 times a week Lexia’s Three-Tier Model of Support tier Support on-level and advanced students through accelerated or Instruction independent practice ONE Use: 20-30 minutes, 2 times a week
Welcome to the Lexia classroom. Lexia Reading®
Teacher’s Guide to the Student Software
Lexia Learning Systems, Inc. • 200 Baker Avenue Extension • Concord, MA 01742 • USA
TEL: 978-405-6200 • INSIDE US: 800-435-3942 • FAX: 978-287-0062
www.lexialearning.com • [email protected] © Lexia Learning Systems, Inc. 2011
All rights reserved.
Lexi a Rea d i n g ® is a registered trademark of Lexia Learning Systems, Inc. Lexia Early Reading® is a registered trademark of Lexia Learning Systems, Inc. Lexia Quick Reading Test® is a registered trademark of Lexia Learning Systems, Inc. Lexia Primary Reading® is a registered trademark of Lexia Learning Systems, Inc. Lexia Foundation Reading® is a registered trademark of Lexia Learning Systems, Inc. Lexia Strategies for Older Students® is a registered trademark of Lexia Learning Systems, Inc. MyLexia® is a registered trademark of Lexia Learning Systems, Inc. Lexia Lessons® is a registered trademark of Lexia Learning Systems, Inc. Lexia Skill Builders® is a registered trademark of Lexia Learning Systems, Inc. Welcome to the Future of Reading Education™ is a trademark of Lexia Learning Systems, Inc. Assessment Without Testing™ is a trademark of Lexia Learning Systems, Inc. Lexia District Advantage™ is a tradema rk of Lexia Learning Systems, Inc. Acrobat® is a registered trademark of Adobe Systems, Inc. Apple® and Macintosh® are registered trademarks of Apple, Inc. Windows® is a registered trademark of Microsoft, Inc.
Information in this document is subject to change without notice and does not represent a commitment on the part of Lexia Learning Systems, Inc. The software described in this document is furnished under a license agreement or non-disclosure agreement. The software may be used only in accordance with the terms of the agreement. It is against the law to copy the software on any medium except as specifically allowed in the license or non-disclosure agreement. No part of this manual may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, for any purpose without the express written permission of Lexia Learning Systems, Inc.
V8 V2 01 1 .0 8 .0 5 3Primary Reading 3-1 2Early Reading1G e t t i 2-1 n gWelcome to theFuture of ReadingEducation S t a r t e d Contents w i t h L e x i a R e a d i n g1 - 1 ...... ee ciiis3-11 Activities 3 Level 3-6 Activities 2 Level 3-1 Activities 1 Level 2-6 Activities 2 Level 2-1 Activities 1 Level Using Lexia Reading 1-2 Usage Recommended Reading Lexia 1-1 Checklist Teacher Started Getting IV Progression Program Reading Lexia IV Reading Success for Students at All Levels III Reading? Lexia is What ieteSoe3-15 Silent-e Score 3-14 Fast Find 3-13 Silent-e Switch 3-12 Word Search Sight III 3-12 Change Sound 3-10 Match Picture-Word 3-9 Short Vowel Bridge 3-9 Word Search Sight II 3-8 Blast Consonant 3-7 II to Letters Sounds 3-5 Short Vowel Match 3-5 p d, b, Sort 3-4 Word Search Sight 3-3 Castle Consonant 3-2 Letters to Sounds 2-10 ch) wh, th, (sh, Pairs Consonant 2-9 u) i, Short (a,o, Vowel e, Crate 2-8 h/w) c/g, y/w, l/r, m/n, s/z, g/k, f/v, (b/p, d/t, y) w, v, h, j, (c, III Tree Consonant 2-7 l) z, d, II (p, g, r, n, Tree Consonant 2-7 f) k, m, s, b, I (t, Tree Consonant 2-5 Slide Sound 2-4 Word Snip 2-3 Match Sound 2-2 Time Rhyme tdn otae1-2 StudentSoftware . Lexia Reading
Teacher’s Guide to the Student Software ......
I . . . . . Level 4 Activities 3-16 Word Hunt 3-17 Sight Word Search IV 3-17 Word Stairs 3-18 Pirate Ship 3-19 Group It I 3-20 Level 5 Activities 3-21 Super Change 3-22 Add It 3-23 Sight Word Search V 3-24 Elevator 3-25 Group It II 3-26
4Strategies for Older Students4-1 Level 1 Activities 4-1 Short Vowel Sounds 4-2 Consonant Sounds 4-3 b, d, p 4-5 Middle Vowels 4-6 Short Vowel Words 4-7 Level 2 Activities 4-8 Letter Switch 4-9 Short and Long Vowels 4-10 Sight Words 4-11 2 Syllable Words I 4-12 Sentences and Paragraphs 4-13 Level 3 Activities 4-14 Vowel Digraphs 4-15 Vowel -r 4-16 Suffixes 4-17 2 Syllable Words II 4-18 Paragraphs I 4-19 Level 4 Activities 4-20 Syllable Types 4-21 2 Sounds of c & g 4-22 3 Syllable Words 4-23 Paragraphs II 4-24 Level 5 Activities 4-25 Anglo Saxon 4-26 Latin 4-27 Special Accents 4-29 Prefix and Root Meanings 4-32 Greek 4-33
5Acknowledgements5-1
II Lexia Reading Teacher’s Guide to the Student Software student usage studentLexia of usage Readingwith wide a ra ( MyLexia MyLexia within independently three awareness, phonemic phonics,fluency,vocabu Lexia Readingsystematic softwarestudent explicit, provides Software Student Reading Lexia compone designed essential an as Lexia Reading a is technology-ba W read soft Lexia using Welcome to Lexia Reading! Your students are about to join ov W For complete information on MyLexia, login to to login MyLexia, on information complete For based administrative and administrative based Lexia Reading comprisedis of the hosted Lexia. by Teachers can open a web workstation. An active Internet connecti ...... HAT ELCOME student performance, benchmarks, performance, student skill reading skills. reading Reading” see “Early For on page information, information, see “PrimaryReading” on page on page “PrimaryReading” see information, as little as five to seven minutes with this this with minutes fiveseven as to little as scripts). Further develFurther scripts). tutorials, research, best practices, guides, achievement certificates, correlations to core reading programs, and more! and programs, reading tutorials,core practices, to best research, guides, achievement certificates, correlations classr print assignments, skills and is designed for older students. older for designed is Forand skills inform Teacher Resources Teacher Lexia Quick Reading Test Printablematerials. classroom Reporting and progress monitoring. Administrative tasks. Lexia Strategies for Older Students Reading Lexia Primary ReadingLexia Early www.mylexia.com ®
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OF powerful tools that allow te Lexia Reading student software student Reading Lexia ation, see “Strategies for Older Students” on page page on Students” for Older “Strategies ation, see educators get the of out most get educators , and structured practice on th on , practice structured and practice, em practice, R er a million other students who and look for the help tools. help the for look and EADING LexiaReading 2-1 d resources,d including: ® (explained in this guide) and and this guide) in (explained . (paper-and-pencil practice sheets). practice (paper-and-pencil ting system ting for educat d improve their basic reading skills. improved reading basic Fortheir tic and tic screening tool. bedded assessment,bedded and s ofs work student ato databasesecure t studentt data Lexia from Reading. Teacher’s Guide to the Student Software E to monitor student progressand usage.
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DUCATION LexiaReading, videos,with . . . . . is installed on each student student each on installed is e essential reading skills of ® (multi-sensory instructional instructional (multi-sensory have have successfully learned to ors. MyLexia supports targeted instruction, MyLexia TM 4-1 , web- the
to monitor . 1 III . . . . . WELCOME TO THE FUTURE OF READING EDUCATION
R EADING SUCCESS FOR STUDENTS AT ALL LEVELS
Lexia’s mission is to promote the success of teachers and students as they work to master essential reading skills. Lexia Reading achieves this goal in three key ways: Support core instruction with independent reading skills practice. Prevent reading failure with at-risk students through repeated intensive skills practice. Remediate with extended practice for students experiencing reading failure while identifying specific instructional needs. Many schools are adopting an innovative approach to reading instruction that recognizes a wide range of reading abilities within any given classroom and separates students into a tiered model of instruction based on their needs. Some students are reading at or above grade level, others are at risk of reading failure and reading below grade level, and still others may be experiencing reading failure and reading significantly below grade level. Intervention models recommend a combination of ongoing assessment with differentiated instruction to monitor and support all groups of students. Lexia Reading effectively supports students at all levels. Students reading above grade level can move to higher levels that contain more sophisticated and challenging skills, students reading on grade level or below will work on strengthening grade level skills, while students in need of remediation will engage in intensive practice activities to help them establish a foundation for reading success.
L EXIA READING PROGRAM PROGRESSION
Lexia Reading is designed to be used over the course of multiple school years to support core reading instruction. Students begin working with skills that are appropriate for their specific needs and then progress at their own pace as their skills develop. Each level of the program builds upon the skills acquired in earlier levels. There is also a sequence of age- appropriate activities for older students who require remediation. Students are allowed to practice specific skills in a carefully paced program with structured activities that systematically increase in complexity. Using frequent modeling and reinforcement, this independent practice builds speed and accuracy in word recognition and encourages students to apply their skills in more complex contexts. Lexia Reading can be purchased either by program or in its entirety. Check with your school or district to find out which programs are available to your students. .
IV Lexia Reading Teacher’s Guide to the Student Software GETTING STARTED WITH LEXIA READING ...... 1
This chapter contains practical information on getting started with Lexia Reading in your classroom.
G ETTING STARTED TEACHER CHECKLIST
Obtain your MyLexia username (email address) and password from your school’s Lexia administrator. Login to MyLexia at www.mylexia.com and prepare for your students’ initial use: If you do not any classes assigned to you, your Home Page displays an Add a Class button so you can set up your class and monitor your students. Typically, your school’s Lexia administrator will create student accounts. To create a class, follow the instructions in the online Quick Guide (circled below). On the Students tab, review the class list to verify your students have the correct grade assignments. Allow students to login to the Lexia Reading student software (page 1-2): Students who are new to Lexia Reading will use Auto Placement (page 1-3). Students who are already using Lexia Reading will continue where they left off. After initial student use, review the class table on your MyLexia Home Page to verify placement and usage. Review the Lexia Reading Recommended Usage (page 1-2). Monitor the progress and usage of students on a regular basis by logging into MyLexia to view the Home Page. The online Quick Guide (circled below) explains the sections of your Home Page that you should monitor. Optional: In MyLexia, use the Quick Reading Test (QRT) for a phonics screening of selected or all students. The QRT is available on the Teacher Resources tab along with a complete usage and pronunciation guide.
Teacher Home Page in MyLexia
Lexia Reading Teacher’s Guide to the Student Software 1-1 GETTING STARTED WITH LEXIA READING 1 Lexia Reading Recommended Usage
L EXIA READING RECOMMENDED USAGE
Students of all abilities can benefit from regular, consistent usage of Lexia Reading: in the classroom during center activities, in the computer lab, in before/after school programs, or even at home. Implementing Lexia Reading successfully in your school or program can be done by following the best practices developed from the results of Lexia’s norming study as well as rigorous multi-year outcome studies: Lexia Reading should be used in conjunction with research-based core reading instruction. Students should be leveled correctly (in one program and level at a time) using Auto Placement (page 1-3). Teachers should regularly monitor student progress by logging into MyLexia and viewing the Home Page. Students should meet the recommended frequency and duration of use patterns, which are specified for each student on the Class Table at the bottom of the Teacher Home Page (shown below). Each student’s Recommended Software Usage is calculated based on the student’s grade level and Performace Predictor or Lexia Skill Set. Note that younger students may need shorter, more frequent usage (e.g., 10-15 minutes daily) so they become accustomed to working on a computer.
Class Table on the Teacher Home Page in MyLexia
U SING LEXIA READING STUDENT SOFTWARE
This section explains how to use the Lexia Reading student software. The student software must be installed on each student computer prior to use.
Logging Into the Student Software
1. Click the Lexia Reading icon on the student computer.
2. The Student Login displays after the program loads. Enter a username and password and click the green arrow button .
The Click Here link will take you to the login screen of the MyLexia website. Note that the login for the student software is different than the login for MyLexia. If you wish to experience the student software, you will need to create a “test” student account. Please see your school’s Lexia Reading administrator for assistance.
1-2 Lexia Reading Teacher’s Guide to the Student Software activity name, the skill it reinforces, the the next unit the itthat skill name, the reinforces, activity view To informationabout an activity, A row above circles yellow five of ac an th displays bar a name, activity each above studentto anselect activity. Lexiaa activity, given an are completes they indicatesthat the student has successfullyactivithe completed in teacher-directed explicit require may and success without After logging in and completing Au Selecting an Activity In MyLexia, teachers can view the results of Auto Pl Placemen Auto not will encounter that student the although teachers can manually Lexia strongly teachers that recommends (w a level in enrolled and program is automatically student The complete. to minutes 10 than less takes generally Placement Auto MyLexia). in setting Placement Auto student’s Auto Placementareactivities as program a have already not student the Reading, Lexia a into logs student time The first Only) Students (First-Time Placement Auto Using Reading with initials the list student the the on viewing by or tab (AP) . Teachers can Teachers studentmonitor progress observi by presented the on based assignedstudent’s grad signment. Auto Placement is assign students to a program and level prior to Placement (first-time use only), the use only), screen an Select Activity to (first-time Placement Activity Selection Screen in Lexia Reading Student Reading Lexia in SoftwareScreen Selection Activity limited number ofnumber limited opportunities ba go to hover the cursor over one ofone over cursor activi the hover tivity bar indicates that the student ha student the that indicates bar tivity Students allow students to use Auto Placement in order to be assigned to a program, program, a to assigned be to order in Placement Auto use to students allow e units (represented by e (represented lines) within units that tab. Assignments made as a result t) or after the student uses Auto Placement. acement a running by ClassAu student will work on, work if will and student th ith all units set to base 1) set units all ith only struction in struction to order GETTING STARTED WITH LEXIA READING LEXIA STARTED WITH GETTING will encounter Auto Placement activities if the student does if does activities student the Auto Placement encounter will ty. ‘Grayed out’ activities are unavailable. After a student student a After unavailable. are activities out’ ‘Grayed ty. for students who are new to new are who students for to the student logging into Lexia Reading (so e (though manually can teachers a adjust s attempted a unit three or more times ty bars. A brief summarydisplaysbrief A bars. the ty Using Using Lexia Reading Student Software ng this screen as students work. Directly work. Directly students as screen this ng ck into it into ck before is it out. grayed progress. A row of Teacher’s Student Software the to Guide activity, with completed units filled in. filled units completed with activity, d onher d or his performance. to Placementto Reporton the of Auto Placement are appended e branching feature is enabled. feature branching e
Lexia Reading. (shown (shown below) five blue stars allows the the allows Reports 1-3
. . . . . GETTING STARTED WITH LEXIA READING 1 Using Lexia Reading Student Software
Automatic Promotion after Finishing Levels and Programs After a student completes a level, the student is seamlessly and automatically promoted to the next level. For example, when a student completes Level 1, that level is turned off and Level 2 is turned on. After a student completes a program, the student is seamlessly and automatically promoted to the next program (provided the district has licenses for that program). For example, when a student completes Early Reading, that program is turned off and Primary Reading is turned on. Automatic Promotion will only work when a single program and level are assigned to a student, either by the Auto Placement feature or by manual assignment. Students are promoted to Unit 1 of the subsequent level except when students are auto-promoted into Strategies for Older Students. It is assumed that some skills in the earlier units of SOS Levels 1 and 2 have been covered in Primary Reading. Therefore, auto-promoted students start at higher units in SOS Levels 1 and 2 with skills that have not been covered in Primary Reading, as shown in the following table:
Auto Promotion into Strategies for Older Students Level 1: Auto Promotion into Strategies for Older Students Level 2: Short Vowels Sounds - OFF Letter Switch - ON set to unit 19 Consonant Sounds - ON set to unit 14 Short and Long Vowels - ON set to unit 13 b, d, p - ON set to unit 1 Sight Words - ON set to unit 14 Middle Vowels - ON set to unit 6 2 Syllable Words - ON set to unit 10 Short Vowel Words - OFF Sentences and Paragraphs - ON set to unit 11
Some teachers may wish for students to complete Early Reading Level 2 prior to completing Early Reading Level 1. In this case, the teacher must manually change the student’s assignment to Early Reading Level 2, and then upon level completion, manually change the student’s assignment to Early Reading Level 1. Upon completion of Level 1, the student will be promoted to Primary Reading Level 1 and begin in the unit where they left off.
Audio Controls Button/Key Description Repeats the audio. This button is located on the top right corner of the activity screen.
Repeats the activity directions (Strategies for Older Students only). This button is located on the bottom left corner of the activity screen.
+ key Increase volume. – key Decreases volume.
Exiting Activities, Levels, and Lexia Reading If a student clicks STOP before completing an activity unit, he or she will have to redo that entire unit before advancing to the next unit. Clicking STOP will always return a user to the previous screen. If a student clicks STOP during or after an activity, they will return to the activity selection screen. If more than one program/level is turned on, clicking STOP on the activity selection screen will return the student to the level selection screen. Clicking STOP again will exit and close Lexia Reading. In Strategies for Older Students, clicking the REPEAT button will allow a student to do the same unit again. Early Reading, Primary Reading Strategies for Older Students
1-4 Lexia Reading Teacher’s Guide to the Student Software EARLY READING ...... 2
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.
Lexia Reading Teacher’s Guide to the Student Software 2-1 EARLY READING 2 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 answers highlighted.) answers the unit, a program branchesa to its beginning or ending sound. (Not studentthe ahears that sentence de meaning into sound-discrimination activities. activities. sound-discrimination into meaning of and beginning ending sounds in words) that begin with a certain sound. In units 1 picture aloud.theIn firstunits,7 the student clicks wordthe on (or representinga The word. single pr LexiaUnits Description Task Purpose Sound Match Reading 6 5 4 Matching Beginning Sounds 3 2 1 Recognition of Beginning Sounds Target words are placed rand placed are words Target blends.initial Foil has simila no (e.g randomly placed (e next other each to placed are words Target pairs. word target to similarities hen, cat, /h/.” mouse). the sound with starts as the target word (e.g., “Something that is an animal that in that starts with the sound /n/.” nest, mouse, nose). (e.g word target the as sound startsthat cup, read the book, with /b/.”fan). sound similarity to the target word skate)...... One-syllablewords containing sounds 4 including 4, unit target as except are words Same One-syllablewords containing Foilsounds. 3 has no Same as unit 1, except the foils have a similar meaning initial same the 1, has unit one foil as except Same One-syllable words containing 3 sounds. Foils have no Sound Match is designed to increase students’ awareness .g., bull, bed, rock). ., home, goat, hose). goat, home, ., Three pictures display on-screen, each on-screen, display Three pictures (e.g., “Something that you can ., “Something ., birdsthat live omly (e.g., sm (e.g., omly rities torities target word pairs. practice versionwith correctthe ogram highlights each ogram names and words. It words. also integratesword e: If a student has difficulty with fines the target word as well as well as word target the fines oke, clock, – 3 and units 8 trunk, harp). relationship to targetthe wo the sound /s/.” mouse, lamb, dog). lamb, mouse, /s/.” sound the as the target word (e.g., “An animal whose name ends with bees). peas, pig, /z/.” sound the with ends that eat ending sound as the target word swims thatwith ends sound the duck, /k/.” house). game, 7 Recognition of Ending Sounds 12 11 10 Matching Ending Sounds 9 8 word word pairs. Target words are pl have ending may Foil blends. randomly jet, robe, (e.g., web). each to next placed othe have some similarity to target – 10, One-syllable words containing 3 sounds. Foils have no Same Same as unit 7, except the one except 7, unit as Same One-syllable words containing 4 sounds including sounds 4 containing words One-syllable placed are words target except as Same unit 10, contai words One-syllable Teacher’s Student Software the to Guide r (e.g., bed, mad, cake). rd (e.g., “Something that “Something (e.g., rd word pairs. Target words are are words Target pairs. word some similaritysome targetto EARLY READING EARLY foils have a similar meaning of the foils has the same aced randomly ning 3 sounds. Foil may sounds.Foil 3 ning (e.g., “Something that you you that “Something (e.g., Level Activities1 ...... (e.g., stamp,
2-3 . . . . . EARLY READING 2 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).
2-4 Lexia Reading Teacher’s Guide to the Student Software syllables and sounds into words. into sounds and syllables blend to ability the in improve sounds and and words, syllables version highlighting the correct version correct answers.) the highlighting unit, pr a the with difficulty has a student If (Note: word. that represents that picture the on clicks a be with pause word brief a hears LexiaUnits Description Task Purpose Sound Slide Reading 9 8 7 6 5 4 3 2 1 consonant (e.g., fe between pause consonant-vowelblended a and a sounds. the between second initia (e.g., f-in, r-ock). m-oon, remaining sounds initial the between the and pause sound between pause syllables. between pause syllables. syllables.between second between ½-second syllables...... One-syllablewords are withpresented a ½-second Sameas unit 7, butwords arepresented with 1- a One-syllablewords are withpresented a ½-second Sameas unit 4. Sameas unit 4. Two-syllablewords are withpresented a 1-second Two-syllablewords are withpresented a ½-second Two-syllablecompound word Two-syllablecompound word Sound Slide is designed to increase awareness of of awareness increase to designed is Slide Sound e-t, boo-k, e-t, hi-ll). Three Three pictures display The on-screen. student l sound and the remaining remaining the and sound l ogram practice a to branches tween syllablessounds),tween (or and s are presented with a 1- a with presented are s a with presented are s consonant. second pause between a blen 11 10 14 13 12 second pause between sounds.the ee-p). second pause between sounds the blend. consonant second pause between a blen blend consonant (e.g., consonant-vowela blended and a between pause One-syllable words One-syllable are presenteda with ½-second Same Same as unit 13, except words are presented with a 1- Words withthree sounds are presented awith ½- Same as unit 11, except words are presented with a 1- Same as unit 9 except words are presented with a 1- a with presented are words 9 except unit as Same Teacher’s Student Software the to Guide toa-st, ne-st, si-nk). ded consonant-vowel and a and consonant-vowel ded ded consonant-vowel and a and consonant-vowel ded EARLY READING EARLY (e.g., r-u-g, b-a-th, sh- Level Activities1 ......
2-5 . . . . . EARLY READING 2 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
2-6 Lexia Reading Teacher’s Guide to the Student Software The student can choose any letter and repeat that activity as many times as is necessary for mastery. for necessary is as times many as activity that repeat and letter any choose can student The possibilities). two (from with ends the letter pi a or identifies words, pictured In the ending sound-identification task, the student chooses be the initial sound initial the identification the task, lettersas and beginning ending sounds words. within of correspondence sound/symbol and lettersas and beginning ending sounds words. within and correspondence these the to ability sound/symbol identify selects the letter heard at the be the at heard letter the selects either student the Finally, is formed. letter the how demonstrates letter followed by a letter/picture, se with picture.the The student completes puzzlea with the begins withletterthe sound, and is and sound.letter its Each name to one Firs chooses study. student mastery. for necessary is as times many as activity that repeat and letter any choose can student The possibilities). two (from th something of picture a identifies heard at beginning the or of end how the letter is formed. Finally, the student either selects the letter pain letter a by a or followed search letter/picture, the with puzzle a completes student The picture. letter the and sound, letter the letter Each associated is sound. its toone chooses st the First, study. LexiaDescription Task Purpose g, (p, II Tree Consonant 14 8-13 7 1-6 Units Description Task Purpose Consonant TreeI(t,b,m,s,k,f) Reading ...... Review letters units letters from Review Review letters from letters 8–13sounds. Review unitsending as Individual letters (t, b, m, s, k, f) ar Individual letters m, b, letters (t, s, Individual Consonant Tree Consonant is II to designed increase knowledge Consonant Tree I is designed Seven displa letters student the and on-screen display letters Six 1–6 as beginning sounds. beginning as 1–6 morphs back and forth with the with forth and back morphs ginning or endor ginning of cture ofcture or begins that something dictated and pictured words, or or words, pictured and dictated the letter morphs back and forth and back morphs letter the udent is letter udent the told name and associated with a picture that with a picture that begins with with begins that picture a with t, the student is student the told t, letter the at begins at letter or the ends with k, f) are presented in conjunction with a pi a with conjunction in presented are f) k, ting activity that demonstrates demonstrates that activity ting arch or a painting activity that the ability the identify to these student chooses between two y on-screen and the the and on-screen y e presented in conjunction with a picture of to increase knowledge of of knowledge increase to dictated and r,n,d,z,l) tween two letters. The foil is letters. foil The isof one cture of a word that ends with that letter. letter. that with ends that word a of cture Teacher’s Student Software the to Guide a word that begins with the letter. In In letter. the with begins that word a one of the letters listed above. EARLY READING EARLY the letters listed above. Level Activities2 ......
2-7 . . . . . EARLY READING 2 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.
2-8 Lexia Reading Teacher’s Guide to the Student Software identification task, vowels ar vowels task, identification (from two possibilities). two (from thefor so vowel beginning short correct the Mixed short vowels display with a possibilities). two (from the letter with ends or that begins or words, pictured and dictated student either selects the letter th how demonstrates that activity by followed with letter/picture, the back and forth with the picture. The student completes a puzzle picture begins that lett the with a with associated is letter Each sound. its and name letter the Lexia9 8 7 6 5 4 3 1-2 Units Description Task Purpose Crate (a,Short Vowel e, i, o, u) Reading to identify these letters as beginning sounds of words. of sounds beginning as letters these identify to and correspondence the sound/symbol ability of short the vowel ...... Vowels are mixed in sets of e Vowels are mixed in sets u Vowelsare in mixed ofsets two o/a). (o/i, o Vowels are mixed in sets of two (a/i). Individual vowels (a, i) in conjunction (a, vowels in i) conjunction Individual Short Vowel Crate is Crate Vowel design Short As vowels are introduced, the student hears hears student the introduced, are As vowels e compared to compared e a consonant. oftwo u/i). u/o, (u/a, er sound, and the letter morphs the letter is formed. Finally, the the letter Finally, the formed. is two (e/i, e/a, e/o, e/u). identifies a picture of something something picture of a identifies ey hear at the beginning or end of picture, and the student chooses a letter search or a painting ed to ed develop knowledge und, or identifies a picture of somethin of picture a identifies or und, with a picture a withIn picture of thatletter.initial a wordthat the begins sound- with Teacher’s Student Software the to Guide g thatbegins or withends letter the EARLY READING EARLY Level Activities2 ......
2-9 . . . . . EARLY READING 2 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.
2-10 Lexia Reading Teacher’s Guide to the Student Software PRIMARY READING ...... 3
L EVEL 1 ACTIVITIES
Level 1 activities improve phonemic awareness skills, sound/symbol correspondence, and recognition of high-frequency words for mid-kindergarten to early grade one students. Emphasis on phonological awareness of sound segments reinforces word-attack strategies necessary for automatic recognition of short-vowel words. Comprehension of sight words in phrases is also reinforced. Sounds to Letters Focus To reinforce phonemic awareness and the ability to map sounds onto letters. Units 28 Words 76 See page 3-2 Consonant Castle Focus To reinforce sound/symbol correspondence for consonants and increase awareness of initial and final sound segments. Units 12 Words 150 See page 3-3 Sight Word Search Focus To develop automatic recognition of pre-primer high-frequency irregular words. Units 28 Words 150 See page 3-4 Sort b, d, p Focus To develop visual discrimination of reversible letters (b, d, p). Units 9 (increasing in difficulty from one to four letters) See page 3-5
Short Vowel Match Focus To develop sound/symbol correspondence skills with short vowels. Units 7 (increasing in difficulty from two to five vowels) See page 3-5
Lexia Reading Teacher’s Guide to the Student Software 3-1 PRIMARY READING 3 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 cor- rect 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, mom, 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, tub, 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
3-2 Lexia Reading Teacher’s Guide to the Student Software consonants. segments withinsegments words. consonantsto and increase awarene beginning for ending correspondence and sound/symbol dragon number the and correct of responses display. a complete, is castle the When screen. the of bottom the at castle to complete the spelling of dictated LexiaUnits Description Task Prerequisite Purpose Consonant Castle Reading 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 fan, fit,fog, fed, fig, tap, ten, tap, tub, top, ti red, rot, rug, rib, run, rob, rat, rip, rid, ran rid, rip, rat, rob, run, rib, rug, rot, red, sap, six, sob, sip, set, sub, sun, sat, sad, sag cup, cub, cap, cut, can, cat, cob van, vet, van, vim kid, keg, kit keg, kid, b,p,d, g s f, g, p, n m, d, b, 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, ham, hum, hut, hog, him, gas, 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, mom 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 p, tab, tug, tan, tag p, tan, tug, tab, lip, let, lit, lot, leg lot, lit, let, lip, fox, fat,fun, fib fin, pat, pot, pat, put pet, pen, n, big, bit, bug, beg, bug, bit, but big, n, hug, hid, hat, hit, had, words. Correct responses build a a build responses Correct words. ss of the initial and sound final ss the initial of bol correspondence for itial or final consonant van, win van, leg, pig bag, z y w s d p b t x n m g 12 11 10 Units 10-12, Ending Sounds sad, had, dad had, sad, 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, gas 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, tub, sub, we tap, top, ten, ti tub, ham, hem, hu him, p, d, s d, p, t, b, n g, m, x Teacher’s Student Software the to Guide m, jam, Sam, Pam p, tan, tug, tab, tag b, job, cab, job, rub b, rob, PRIMARY READING PRIMARY pen, ran, run, sun, ten, sip, top, tap, lap, zip, map Level Activities1 ......
3-3 . . . . . PRIMARY READING 3 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
3-4 Lexia Reading Teacher’s Guide to the Student Software to developto recognition. automatic complex combinationsfrom ranging one ofreversible discrimination these letters confused and easily reversible vowel sounds to key words and pictures. pictures. and words key to sounds vowel 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, LexiaUnits Description Task Prerequisite Purpose Match Vowel Short Units Description Task Prerequisite Purpose p d, b, Sort Reading correspondencefor vowels short required. correspondencerequired. correspondencefor the vowels. short 7 6 5 4 3 2 1 5 4 3 2 1 ...... a, i, e, 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 a, i, o, u, e u, o, i, a, Short Vowel Match is design is Match Vowel Short d, on b, between focuses Sort differences p the the No previousNo of knowledge sound/symbol previousNo of knowledge sound/symbol Each vowel is associated with an illustrated an illustrated with associated is vowel Each Two boxes appear on the screen. The student or b/d or letter clusters that include the the include that clusters letter or b/d or wels. matchesstudent The short- and progressesand sy letters in progressively more more progressively in letters l sound. The activity begins by begins activity The sound. l b, d, and p. It requires visual ed teach to sound/symbol to four letters. It is timed timed is It letters. four to stematically to u o i e a Words Key 8 7 6 9 igloo elephant apple octopus umbrella bing, ding,bing, ping prag drag, brag, gib,gid, gip ribs, rids, rips rids, ribs, Teacher’s Student Software the to Guide PRIMARY READING PRIMARY Level Activities1 ......
3-5 . . . . . PRIMARY READING 3 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
3-6 Lexia Reading Teacher’s Guide to the Student Software CVCC words. CVCC to the ability and appl words CVC consonantsvowels. short and awarenessPhonemic soundsof in activities containing activities letter onto Practice patterns. to th and skills develop awareness LexiaUnits 2. 1. Description Task Prerequisite Purpose II Letters to Sounds Reading ten, vet, web, wet, bag, bald, golf bald, jump, camp, lamp, rest, nest, dust, list, vest, mask, desk, belt band, sand, land, bend, pond, mint,hand, tent, wind, dent CVCC Words twin trot, spot, swim, step, stem, stop, scab, glad, grin, frog, flag, drip, drum, clip, crib, crab, club, clam, clap, Words CCVC mom, mop, pop, pot, sob, top, hog, bib, big, bug, bun, bus, cub, cup, gum, hu CVC Words 17-20 11-16 3-10 1-2 ...... finishes. studentmoves lettersthe (Move-It-And-Say-It-Technique), The student drags down the correct letters to spell the di check.the clicks student word the the whole when repeats then and position, sound correct the to tokens the drops the student after sounds the repeats program The done. are they when check downmiddle,initial, the to sound final and spot clicksand the hear student sound The position. Each color so paint a represents mixed CVC CVC and CCVC mixed random mixed CVCC and CCVC Sounds to Letters II is de Knowledge ofKnowledge sound/sym CCVCand CVCC words. Soundsto LettersconsistsII of two tasks: bat, cab, can, cat, dad, cat, can, cab, bat, with CVC is words by followed t, mud, mug, nut, rug, run, su e ability to map sound patterns to sound ability e map y this knowledge to this and y CCVC knowledge und and is a placeholder for a for a is placeholder and und s the word a tokenthe drags s and signed to reinforce phonemic bol correspondence for fin, him, hit, kid, lid, lip, pig, pin, pin, pig, lip, lid, kid, hit, him, fin, fan, ham, hat, ham, fan, mad, , cent, pink, sink, wink, ramp, , sink,bump,damp, dump,pump, cent, pink, , melt, colt, milk, gift, raft, bank, bunk, junk, cold, fold, g ctated words.soundsthe after the repeats program The b, sun, tub, tug, dog, cop, dot, and then the repeats whole word when the student man, map, mat, na wig, win, bed, hen, le Teacher’s Student Software the to Guide p, pan, p, rag, sa rat, PRIMARY READING PRIMARY fog, hop, hot, job, jog, log, log, jog, job, hot, hop, fog, Level Activities2 g, men, net, peg, re d, tag, wag, van ...... old, 3-7 d, . . . . . PRIMARY READING 3 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 con- sonant 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, whiz, 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, chips 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 skunk, trunk smell, smack, smash, small dust, list, lost, rest, rust, nest, best, fast, west, test 5 gr, gl, tr 13 ft, mp grab, grin, grip, grass gift, soft, lift, drift, shift, swift, raft, craft, draft glob, glad, Glen, glass dump, pump, damp, jump, stamp, camp, lamp, chimp, trip, trap, trot, trunk, track, trick, trash bump 6 cl, dr, fl 14 m, n, r, v, h clam, club, clap, clip, cloth, cliff, click, clock min, mon, mun, mel, mex, mod, mul drop, drip, drag, drum, dress, drink nas, neg, nev, nom flap, flag, flash, flock, flat, flip rab, ras, rec, ref, rel, rep, res 7 br, pl, bl vel, val, vac, ven, vin bran, bring, brick, brush hab, han, hap, het, hic, hin, hob, hos plan, plum, plot, plop, plug, plant, plus 15 t, s, l, b, p block, blink, bless, black, blast, blank tum, tem, tes, tet, tim, toc 8 sh, th sab, sac, sal, sec, sen, sep, seg, sil, sim, sud, suf, sug, sul, sus dish, fish, wish, hush, rush, trash, crash, flash lan, las, lat, lav, lec, lem, lep, lev, lex, lib, lim, lin, lof, lum moth, math, with, cloth, bath bal, bam, bod, bas, bom, bev, bis, bon, bos, bot, buf peb, pel, pes, pol, pon, pom, pos, pud, pul, pum 9 ch, ck
3-8 Lexia Reading Teacher’s Guide to the Student Software short vowels. on discrimina short-vowel medial is words. CVC for Emphasis skills sound-segmenting develop and of sound/symbolretrieval the recognition primer of high-frequen exercises containing all all The five first vowels. activity containing is exercises and untimed contrastingvowels two (a i), and wordstheclicking by correct problems. having is student the if task untimed the to go only and timed, as out start activities subsequent All task. timed the to goes then LexiaDescription Task Prerequisite Purpose Bridge Vowel Short Units 3. 2. 1. Description Task Prerequisite Purpose II Search Word Sight Reading in phrases,in and sentences. in 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 word2 (from or more), to The program dictates a phrase that memory.from then on-screen (includes one letter foil scrambled word same the letters from constructs student The The student finds the word hidden in the picture, and clicks it. The program dictates and 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 Short Vowel Bridge is design is Bridge Vowel Short desi is II Search Word Sight Knowledge ofKnowledge sound/sym words. sight read pre-primer to Ability 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 tion inof context word. the a cy irregular word ):first bycopying them,and is displayed on-screen with a a with on-screen displayed is gned to developautomatic ed to increase automatic automatic increase to ed 19 18 17 16 15 14 13 12 11 words from units 9, 10, 14 & 15 words from units 4, 5, 9 & 10 bol correspondence for three game automaticity phrases sentences and with phrases units from 14 & 15 who was game automaticity phrases sentences and with phrases units from 9 & 10 s in isolation, in s Teacher’s Student Software the to Guide 28 27 26 25 24 23 22 21 20 words from units 19, 20, 24 & 25 & 24 19, units from 20, words 20 & 19 14, units from 15, words automaticity game automaticity phrases sentences and with phrases units from 24 & 25 brown black game automaticity phrases sentences and with phrases units from 19 & 20 four PRIMARY READING PRIMARY Level Activities2 ......
3-9 . . . . . PRIMARY READING 3 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, in a tub, 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 3 (a, i, o) cab, hat, fin, wig, log, mom, pig, dog nut 4 (a, o, e) mat, dad, dog, box, bed, web, pot, jet 5 (e, o, u) hen, jet, mop, pot, rug, bug, nut, mom 6 (i, o, u, e) lid, fox, tub, gum, vet, net, rug, bed a words bat, cab, can, cat, dad, hat, pan, gas, fan, map, 7 (a, i, e, u) gas, wig, leg, pen, cub, jug, fan, bib man, mat, van i words 8 (a, i, o, u, e) dad, lip, top, pup, sub, ten, mug, web bib, lip, fin, lid, tin, pig, wig, pin o words 9 (adjective phrases) hot cup, hot dog, hot pot, mad log, mom, mop, dog, box, fox, pot, pop, top cat, wet bus, wet hen, wet fox, tan bug, tan nut, red bus, e words bed, leg, net, vet, web, jet, pen, ten, hen red pin, red box, red hat u words bug, bun, cub, hut, mug, nut, rug, sub, tub, 10 (adjective phrases) hot pan, hot pig, hot mug, hot pup, cup, gum, jug sun, wet hat, wet dog, wet web, tan bat, tan fox, red top, adjective words hot, mad, tan, red, wet red cup, red van, red bug
3-10 Lexia Reading Teacher’s Guide to the Student Software Lexiacomprehension at phrase,levels. word, sentence the and emphasi continued is There words. (silent-e) long-vowel for necessary are that strategies attack word- the incorporates also level The words. sight high-frequency of recognition automatic reinforce activities 3 Level L Reading EVEL 3A CTIVITIES visual and auditory discrimination activities. discrimination visual auditory and See pageSee pageSee pageSee Focus ScoreSilent -e Words Units Focus Find Fast Words Units Focus SwitchSilent -e Units Focus WordSight Search III Words Units Focus Sound Change Units See pageSee See pageSee 14 10 21 26 10 To reinforce concept the theof silent-emarker long-vowel for sounds. To reinforce automaticity by matchingwords pictures.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 s on sound-segmenting skills at the word level, and at level, skills word the sound-segmenting on s 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 Teacher’s Student Software the to Guide PRIMARY READING PRIMARY Level Activities3 3-11 . . . . . PRIMARY READING 3 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 let- ters. 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.
3-12 Lexia Reading Teacher’s Guide to the Student Software short andvowels, long and fu the progresses to words with beginning withbegins activity The words. recognition short-vowelof word Lexiashort-Easy long-vowel and Units 3. 2. 1. Description Task Prerequisite Purpose Switch Silent-e Units Reading mist, rich, ship, spin, spit, whip, with time, rude, made, eve, ga get, pan,nip, vet, tug, rob, 5 4 3 2 1 8 7 6 5 4 3 2 1 shin, slim, spin, spit, stri shin, spit, spin, 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 ...... The student hears a word and clicks on the correct picture. hears. wordshe or clicksthe on he that displayon As screen. eachthe long-vowel (silent-e) words into two boxes. Then all of the words The student hears the word and sorts short-vowel words and boxes. two into words (silent-e) vowel short-vowel In the units some student sorts words long- and 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, 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 p, win, p, tim, slid, quit me, five, dune me, cube, pole, yes, ape, here, bite, hope, bite, here, ape, yes, sore, (silent-e) words (CVC, CVCe) 14 13 12 11 10 9 game) (concentration-style word e, cave, fade, late, make, simple CVC and CVCe words, and and words, and CVCe CVC simple cap, can, cap, fad, fat, mad, s versus (silent-e) long-vowel nction of the silent-e marker. silent-e the of nction hem, kid, mob, jug, fun, fun, jug, mob, kid, hem, word is pronounced, the student student the pronounced, is word m, fin, pin, hid, rid, rip, and ending blends and digraphs. digraphs. and blends ending and once just 1–11 units review 9–11 units review old any bol correspondence for step, test, went test, step, ne mend, best, bend, lump, much, mush, pump, rust, spun, stun, sung dust, dump, chum, bust, use, tune, tube, rule, mule, June, 10 10 9 8 7 6 mole, note, poke, note, rope,hole mole, pole, vote, woke, moth, pond, shot, song, spot, plus: mop, 4, hop, cop, not, 22 21 20 19 18 17 16 15 long or short u (Task 2) cu o, i, short or long o short or (Task long c 2) a, short o or i, long (Tas give review units 18–20 know could want review units 14–16 again have long or shortor long e 2) (Task Teacher’s StudentSoftware the to Guide st, pest, rent, shed, pest, sent, st, send, stem, u (Task 3) cub, cut, dud, tub, us PRIMARY READING PRIMARY rob,slop, rod glob, tot, k 3) Words from Units 2 and 2 Units from Words 3) k stop, stop, bone, cone, hope, joke, Pete,Steve,theme,these, hop, cost, lost, long, drop, be, cute, dude, Duke, be, dune, Duke, dude, cute, 26 25 24 23 game) word (concentration-style Level Activities3 review units 14–21 units review 22–24 units review round live ...... 3-13 . . . . . PRIMARY READING 3 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, crib, 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, mule, safe, tire, 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
3-14 Lexia Reading Teacher’s Guide to the Student Software short vowelsfulong the and silent-e as signala (marke 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 LexiaMore difficult short-vowel words (CCVCC) short-vowelEasy words and (CVC) Units Description Task Prerequisite Purpose Score Silent-e Reading 14 (a, i, o, e, u) 13 (a, i, o, e) (a,12 e, o, u) (a,11 o, e) 10 (a, i, o, u) o)(a,i, 9 (a,8 i) (a,o,7 i, e, u) (a,o,6 i, e) (a,5 e, o, u) (a,4 o, e) (a,o,3 i, u) o)(a,i, 2 (a,1 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 to contrasting all five 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, skill, slid, spring, strict, spring, skill, slid, blimp, while, tribe, shine, strive, sip,rib, pig, tip, nip, win di bid, did, bit, big, wide, tire, 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, bag, bat, bag, gas, fan, tempt step, spent, speck, shelf, shed, rest, left, length, flesh, flash, rang, grasp, grab, sp shade, stake, whale, back, blank, chant, clang, cramp, draft, red, peg, yet set, web, vet, ten, a wordsa stuck, stump, trunk chunk, crust, dump,flung, munch, scrub, spun, struck, u words wordse o words wordsi wordsa tune, bud, bun, cup, dug, fun, u words wordse o words wordsi nt-e, CCVCe) words: CCVCe) nt-e, bribe, chive, crime, driv crime, bribe, chive, life, dive, hike, dime, bite, 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, Teacher’s StudentSoftware the to Guide ham, jab, lad, lap, string, think, trick, trip trick, think, string, rang, splash,rang, whack tramp, PRIMARY READING PRIMARY ock, blond, chop, clock, drop, p, fit, him, hit, jig, kid, jig, p, hit,lid, him, fit, hum, hut, mud, rug, run, tub crisp, drift, filth, pinch, prune, blunt, brush, blunt, prune, e, gripe, e, prize, gripe, quite, Level Activities3 mad, man, nag, man, mad, pan, get,jet, led, men, net, nine, pile, rise, size, e, froze, globe, quote, ...... 3-15 . . . . . PRIMARY READING 3 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
3-16 Lexia Reading Teacher’s Guide to the Student Software isolation, phrases, sentences. in and recognition secondof grade high strategies to reading in context. comprehension reinforcingby the ofapplication word-attack CCVCC, CVCe, CCVCe) CCVCC, CVCe, CCVCe) and review exercises: review and paragraphs. in then and first sentences related in systematically, presented presented(CVC,1–3 Levels in CCVCC, CVCe and CCVCe) are blank a in seriesof sentences. Lexia3. 2. 1. 2. 1. Description Task Prerequisite Purpose IV Search Word Sight 11 Units 8 Units 7 & 6 Units 5 Unit 4 & 3 Units 2 Unit 1 Unit Description Task Prerequisite Purpose Word Hunt Reading sight words. sight consonantlong blendsand digraphs, shortvowels. and and ofknowledge sound/symbol consonants, for correspondence Review: ...... The student clicks a word to complete the the sentence. wordaclicks student complete to The The student unscrambles letters to spell dictated words. words. dictated clicksthe student The word. the spell to letters missing the types student the memory, From The program dictates a word, but it is not displayed on-screen. copies dent wordthe by in. it typing The program dictates a word as it displays on-screen. The stu- – 10 – sentences containingsentences long-vow containingsentences short-vowel wo containingsentences sh 20 Sight Word Search IV is de is IV Search Word Sight Word is Hunt to designed improve reading sentences containing a mixture of mixture a containing sentences sentences containing long-vow containing sentences begi with words short-vowel containing sentences paragraphs a containing Ability to read pre-primer, primer, and first-grade and primer, read pre-primer, to Ability An ofsilent-e understanding the marker and Sight Word Search IV Search Word Sight ofconsists two tasks The student clicks the correct word to fill in a Words containing the concepts -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 short-vowel words and long-vowel and words short-vowel nning endingand blends (CCVCC) digraphs or ends orends digraphs (CCVC, CVCC) Teacher’s StudentSoftware the to Guide -vowel (silent-e) words (CCVC, CVCC, (silent-e) words (CCVC, CVCC, PRIMARY READING PRIMARY Level Activities4 ...... 3-17 . . . . . PRIMARY READING 3 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 stu- dent 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
3-18 Lexia Reading Teacher’s Guide to the Student Software combinations. consonants,consonant blends and digraphs, and vowel Sentences forincluded are comprehension. th of words recognition automatic correspondencefor vowe selected depending on depending unit: the LexiaUnits 1. 2. 1. Description Task Prerequisite Purpose Pirate Ship Reading Or: 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. the by A list of words displays and the student clicks on words dictated vowel of word the spelling byclicking combination. correct the The program dictates a word and the student completes 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 sentences in used are words ea ay & ow, 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 sound/symbol to reinforce is designed Ship Pirate 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 sentences aw, 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, Teacher’s StudentSoftware the to Guide PRIMARY READING PRIMARY s are used sentences in Level Activities4 ...... 3-19 . . . . . PRIMARY READING 3 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, col- ors, 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
3-20 Lexia Reading Teacher’s Guide to the Student Software Lexiaof with words short-vowel and blends 5 Level activities reinforce the word-attac L Reading skills. strategiesto contextualmaterial. Concep included sentences are paragraphs and sound-segmen on emphasis continued is There suffixes. common strategies for automatic recogn EVEL 5A CTIVITIES words. positions. final and for medial, skills initial, sound-segmenting develop See pageSee pageSee Words Units Focus Elevator Units Focus Sight Word Search V Units Focus It Add Words Units Focus Super Change Units Focus Group It II See pageSee pageSee See pageSee stories. ment, en, ly, y, er, est, ful, less, 13 15 (repeatedas necessary withautomatic branching) 26 10 15 To emphasize meaning and develop conceptual To practice constructing and re To develop automatic ofrecognition th To provide practice in reading and spelling word To reinforce ofrecognition short-vowel wo 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 providin to by comprehension reinforce tual reasoning activities are also includ k strategies taughtin Leve 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 ls 1–4, ls which necessar are ird-gradehigh-frequency irregular words. rds and rds (silent-e) long-vowel and words, vowel combinations and vowel-r, as well as as well as vowel-r, and combinations vowel reasoning skills by associating related related associating by skills reasoning s. The exercises reinforce word-attack word-attack reinforce exercises The s. s with simple suffixes (s, es, ing, ed, ness, ed to emphasize high emphasize to ed g applying in practice word-attack Teacher’s StudentSoftware the to Guide PRIMARY READING PRIMARY y for automatic recognition Level Activities5 er-order thinking thinking er-order 3-21 . . . . . PRIMARY READING 3 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, mule, 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
3-22 Lexia Reading Teacher’s Guide to the Student Software (silent-e), vowel combinations, and familiarity with suffixes. familiarity with and vowel combinations, (silent-e), consonants,consonant di blends, comprehension. suffixes end the at baseof word recognizing isolatedwords contai of It suffixes. common LexiaLists Word Units 3. 2. 1. Description Task Prerequisite Purpose Add It Reading For example: example: For seller, sifter, startesifter, seller, mixes, losses,mixes, passes, messes, forks, honks, prints, risks, prints, shocks,honks, shells, forks, roomy, rusty, speedy, speedy, rusty, roomy, sadness, sharpness, sweetness, weakness, wetness listed, rented, sanded, sifted sanded, rented, listed, er: less: ness: y: est: ed: ing: es: s: 5 4 3 2 1 shapeless, sleepless,shapeless, thankless soundless, wishing munching, picking, renting, rushing, sweetest, swiftest sweetest, ...... The student completes sentences by selecting the missing suffixes and placing them in the correct words. correct in the them placing suffixes and missing the by selecting sentences completes student The withoutthe suffix studentthe and types it in. The student clicks dictated words from a list. The word displays The student sorts words into boxes based on their suffixes. 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,cabs, hugs, hums, mops,kids, pets, ponds, jump chilly, chunky, cloudy, crusty, dreamy, dusty, broiler, camper, clearer, dreamer, duster, farmer, hunter, ju hunter, farmer, duster, dreamer, clearer, camper, broiler, boxes, buzzes, bunches, brushes, rented, added, clouded, dented, drifte dented, clouded, added, rented, clearest, coolest, deepest, dullest, fart 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 ing Knowledge ofKnowledge sound/sym r,sticker, swifter, teacher, twister Add It consists of three tasks: sticky, stormy, thirsty stormy, sticky, When his When class__ plan Ron end, requires visual scanning for suffixes, suffixes, for scanning visual requires , stunted, tested, trusted smashes, taxes, wishes tosses, s. Sentences are included for for included are Sentences s. graphs, shortgraphs, vowels long and ning suffixes,ning the spelling and ss, fe dripless, dreamless, ss, fatness,ss, fondness,gladness, goodness anching, bumping, camping, crus camping, crunching, bumping, anching, shocking, smashing, smelling, standing, smelling, smashing, shocking, classes, crashes, dresses, dresses, crashes, classes, snaps, stops, specks, whips, wings whirls, bol correspondence for d, dusted, ended, floated, ended, d, dusted, hest,neatest, fastest,longest, sharpest flashy, frilly, grassy, ha s to take a long camp__ trip. camp__ long a take to s 10 9 8 7 6 arless, formless, he formless, arless, y, ly, en (plus sentences) ment, ish, ly (plus sentences) ment, y, ishsentences) (plus est, er, y (plus sentences) s, drips, burns, charms, ch charms, burns, drips, s, fixes, flashes,fixes, foxes, glasse mper, painter, longer, planter, en, ed, es (plus sentences) (plus es ed, en, frosted, handed, hinted handed, frosted, iry, handy, healthy, luck handy, healthy, iry, , redness,quickness, limpness, illness, stomping, thinking, twirling, trusting, thinking, stomping, lpless, hopeless,lpless, joyless, painless, Teacher’s StudentSoftware the to Guide hing, dusting, frosting,fixing, milking, , shortest, slowest, smartest, strongest, PRIMARY READING PRIMARY ecks,chirps, cracks, docks, s, grasses,s, lu , hunted, landed, lasted, printer, prouder, roaster, y, messy, misty, rainy, Level Activities5 nches, masses, nches, ...... 3-23 . . . . . PRIMARY READING 3 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 stu- dent 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
3-24 Lexia Reading Teacher’s Guide to the Student Software (silent-e), and vowel combinations. and vowel (silent-e), consonants,consonant blends and vowel-r and vowel combinations). vowel and vowel-r (includingstories with words s isolation, in sentences, inand words two-syllable reading and activity. LexiaUnits words. The words. missing with story a provides unit third Every 2. 1. Description Task Prerequisite Purpose Elevator Reading Review: 13–15 10–12 7–9 4–6 1–3 ...... The student completes a sentence by clicking the missing word. worda wordthe and screen. the is on listed form 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 CVC/CVC words (e.g., napkin) compound words Vr words (e.g., barber) (e.g., words Vr VVwords (e.g.,explain) 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 in ide practice bol correspondence for constructing student completes the sentence the completes student Teacher’s StudentSoftware the to Guide PRIMARY READING PRIMARY s by the on clicking missing Level Activities5 ...... 3-25 . . . . . PRIMARY READING 3 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, out- side, 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
3-26 Lexia Reading Teacher’s Guide to the Student Software STRATEGIES FOR OLDER STUDENTS ...... 4
L EVEL 1 ACTIVITIES
Level 1 activities reinforce word-attack strategies necessary for automatic recognition of short-vowel one-syllable words containing consonants, consonant digraphs (two or more consonants that make one sound such as sh or tch), and consonant blends. Real words and detached syllables (word parts) are included. Phonological awareness of sound segments in the initial, medial, and final position is emphasized as well as comprehension of single words, phrases, and sentences.
Focus To reinforce sound/symbol correspondence for short vowels using key words and pictures. Includes discrimination of short-vowel sounds at the beginning of words. Units 7 See page 4-2
Focus To reinforce sound/symbol correspondence for consonants, consonant digraphs, and consonant blends in initial and final positions in one-syllable words and detached syllables. Includes a timed task to increase automaticity of word recognition. Units 19 (13 with real words, 6 with detached syllables) See page 4-3
Focus To develop automatic recall of sound-symbol correspondence for b, d, and p through visual and auditory discrimination in initial and final positions. Units 16 See page 4-5
Focus To develop discrimination of medial short vowels in one-syllable words and detached syllables. Includes timed activities to develop automaticity (with untimed practice units). Units 12 (5 with real words, 7 with detached syllables) See page 4-6
Focus To reinforce automatic word recognition by association of words, phrases, and sentences with pictures. Includes untimed and timed activities. Units 9 See page 4-7
Lexia Reading Teacher’s Guide to the Student Software 4-1 STRATEGIES FOR OLDER STUDENTS 4 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
4-2 Lexia Reading Teacher’s Guide to the Student Software consonantsconsonantand digraphs. associates them with them corresponding associates the letters. sounds in CVC, CCVC, and CVCC words or detached syllables and discriminates student The parts). finalsound segments word within and consonant It blends. helps to sound/symbol correspondence for LexiaUnits 2. 1. Description Task Prerequisite Purpose Consonant Sounds Reading 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) ...... The student chooses dictated words or detach responses eachin (untimed). session words possible 10 dictated syllables.detached are or There bl consonant or sonant digraph, The student chooses the correct grcl gl drtr (beginning sounds CCVCC)- spsl st sn sm (beginning - sounds CCVCC) tshsounds(beginning ch th wh CCVCC) - b p t d (ending sounds - CVC) sounds(ending - g x m CVC) n d b (beginningn soundsm p CVC) - t s l z (beginning sounds - CVC) g r y c w (beginning sounds - CVC) j h v f k (beginning - sounds CVC) ng nt st ct sh ct st (e nt ng bl dr pl tr br (beginning - sounds CCVCC) cl cr sh sl ch ((beginning sounds CCVCC)- CVC) - sounds (ending n d m t b s t p b l (beginning sounds - CVC) n m r CVC) (beginning- h sounds v CCVCC) - sounds (ending mp ft pt lt st (ending nd lk nk nt ng sounds - CCVCC) CCVCC) - sounds (ending ck ch th sh CCVCC) - sounds (beginning bl pl br pr fl Consonant SoundsConsonant is to designed reinforce Familiarity Familiarity with sound/s nding sounds -CCVCC) Consonant Sounds ofconsists two tasks: the final or initial consonant s and detached syllables (word (word syllables detached and s increase awareness of initial of and awareness increase consonants, consonant digraphs, end to complete the the spelling of complete end to initial or final or initial consonant,con- ymbol correspondence for ed syllables ed as quickly as possible (timed). 4 3 2 1 Lists Word n: nut, n: notnet, nap, nip, nod, met, mat mom, map, mug, mop, mud, men, m: mad, dig dog, dim, dot, dad, d: den,dip, dam, did, dug, pig, pop, peg, pan, p: sap,s: set, six, sip, sob, la log, lad, l: lid, led, zip, z: zap, zig, zag win, wig wag, wet, w: wed, wax, web, c: cop, cob, cub, cup, yam yap, yes, yet, y: rid rip, rat, rob, run, rib, rot, red, rug, r: Vic, vet, van, vim Val, v: fan,f: fat, fib, fed, keg, k: kin, kid, kit kiss, jug jog, job, jam, jab, j: jet, b: bad, bet, box, bus, bud, t: tap, ten, top, tub, g: gas, get, gem, got, gap h: ham, hen, hat, hi hid, STRATEGIES FOR OLDER STUDENTS OLDER FOR STRATEGIES Teacher’s Student Software the to Guide fig, fin, fog, fin, fig, funfox, p, lip, let, lit, lot, leg lit, let, lip, p, pin, pat, pot, pen cap, cut, can, cat sub, sun, sat, sad, sag sad, sat, sun, sub, tip, tab, tug, tan, tag tan, tug, tab, tip, m, hit, hu hog, bun, big, bit, bug, beg bug, bit, big, bun, Level Activities1 g, hum, hut ......
4-3 . . . . . STRATEGIES FOR OLDER STUDENTS 4 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, sled 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
4-4 Lexia Reading Teacher’s Guide to the Student Software recognition. activitiesSome are totimed CCVC, or CVCC word and associate initial the or discriminate must of awareness increase d, b, pasfor andwell to correspondence as sound/symbol letters. four progra to The discrimi auditory and visual use the reversible and easily confused le LexiaUnits 3. 2. 1. Description Task Prerequisite Purpose b, d, p Reading correspondencefor and d, b, p. p: pant, pelt, pant, p: pastpang, d: dust, dent, dull, disk, desk, dish bassbent, bulk, belt, b: Units 8, 9, 10 Word Lists 10 9 8 tip, gap, p: cup, mop, d: mad, fed, led, kid, lid, nod, mud, rid, wed web, sob, b: job, rib, Units 5, 6, 7 Word Lists 7 6 5 pan, p: peg, pig, pi dug dot, dog, dim, dig, den, dam, d: bet, beg, bag, b: big, Units 2, 3, 4 Word Lists 4 3 2 1 ...... Students select Students letter missing boxthe where wordbelongs. Untimed. wordshear Students containing b,d, or p total 12 possible in responses each session. Timed. Three boxes display on-screen. The student sorts letters b, Auditory Sort Auditory CVCC soundbeginning Visual Sort CVCC ConstructCVC ending letter AuditorySort CVC soundending Visual Sort CVC ending letter Constructbeginning CVC letter Sort Auditory CVC sound beginning Sort Visual CVC letter beginning SortVisual letters d) single p, (b, Construct CVCC Construct be b, d, p focusesp d, b, on attention differencesthe between Some awarenessSome of sound/symbol n, pen,pit pot, pat, bin, bit, bug, bun tub, fib, rob, cab b, d, pd, b, consists three of tasks: lip, map, rip, sap rip, map, lip, initial and final sound segments. Students Students segments. sound final and initial beginning letter , bank, bust,bath bunk, , punt, pact, pest, path pest, pact, punt, , ginning letter ginning m is designed to reinforce reinforce to designed is m improve students’ automatic final consonant sound in a CVC, a in consonantsound final nation in words ranging from one from ranging in nation words s (b, d, or p) to complete the dictated words. s (b, the dictated complete to p) or Untimed. d, tters b, d, and p. Students must it with corresponding letters. (initial or final andposition) th identify p: plot, plum, plug, prim,plan, plug, plum, press plot, p: drill dress, drum, drug, drag, d: brag, blot, brat, br b: Word 16 15, Lists 14, Units 16 15 14 shop trip, chip, grip, slip, slap, snap, step, crop, p: shed skid, slid, sled, fled, glad, d: b: club, grab, slab, crab, crib, scab, snob Word 13 12, Lists 11, Units 13 12 11 d, and p or wordsor p and d, letters.these that include 10– are There Construct CCVC beginning blends Constructbeginning CCVC Sort Auditory CCVC blends beginning Sort Visual beginning CCVC blends ConstructCCVC ending letter Auditory Sort CCVC ending letter letter Sort Visual ending CCVC STRATEGIES FOR OLDER STUDENTS OLDER FOR STRATEGIES Teacher’s Student Software the to Guide im, bran, bless, brass bran,bless, im, e letter that they hear by clicking the Level Activities1 ......
4-5 . . . . . STRATEGIES FOR OLDER STUDENTS 4 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
4-6 Lexia Reading Teacher’s Guide to the Student Software use picturesof emphasizes meaning. recognition short-vowelof CV first anduntimed asthen a activity.timed LexiaUnits Description Task Prerequisite Purpose Words Vowel Short Reading for consonants, consonant blends 6 5 4 3 2 1 Words from units 4 and 5 shop, club,sleddrum, clam, crab, flag, trap, crib, ship, slip, skin, whip, stop, frog, belt, pump, desk gift, bell, bank, bath,sack, lamp, hand, Words from units 1 and 2 bed, leg, hen, net, web vet, bud, bug, bun, cup, hut, mud, top pig, six,pin, box, wig, dog, bat,cat, dad, fan, ...... Mix 4 and 5 plus5 phrases and 4 Mix phrases plus CCVC CVCCplus phrases phrases 1 plus units 2 Mix and with CVC and u e plus phrases with CVC a, phrases i, plus o and Short Vowel Words is design Familiarity with sound/symbol correspondence correspondence sound/symbol with Familiarity ham, hat, lad, hat, ham, map, The student matches words with pictures, with words pictures, matches student The , neck, nest, vest, tent tent vest, nest, neck, , dot, fox, log, mom, pot, mop, king, milk, pond, milk, king, sink, cash, mug, mug, nut, rug, C, CVCC, and CCVC words. The The words. CCVC and CVCC, C, and digraphs, and short vowels. pan, van, bib, lips, bib, van, pan, ed to reinforce automatic sub, sub, sun, tub, check, chest, shelf, flock (plus phrases) clock, block, frost,cloth, crack, plant, splash, stamp, Words from units 4, 5, and 7 (plus phrases) 7 9 8 Words from units 1, 2, CCVCC plus phrases Mix 1, 2, 4, 2, 1, 5, Mix 7 and phrases 5, plus 4, Mix STRATEGIES FOR OLDER STUDENTS OLDER FOR STRATEGIES Teacher’s Student Software the to Guide & 7 & sentences plus 4, 5, 7 (plus sentences) (plus 7 5, 4, brush, stump,crust, bench, strap, blimp, drink, stick, stick, drink, blimp, strap, Level Activities1 ......
4-7 . . . . . STRATEGIES FOR OLDER STUDENTS 4 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
4-8 Lexia Reading Teacher’s Guide to the Student Software sentences. in words the using by reinforced are strategies word-attack These skillssegmenting for short-vowel LexiaUnits 3. 2. 1. Description Task Prerequisite Purpose Letter Switch Reading short vowels, and long vowels (silent e). (silent vowels long and short vowels, correspondencefor c consonants, rest, vest, nest, test, hint, stung, hung, hunt, blank, crank, bend band, bank, blend, tent, tend, spend, sp thing, ring, wing, fling king, bring, sing, sa bad bed, sled, slid, slim, slam, sad, sand, back, bank, band, sack, sap,trap, sip, sick, slap, bag, bug, van can, ban, fan, fat, fit, bit, pi his, hid lid, lip, tip, rip, sip, six, sit, pi 11 10 9 8 7 6 5 4 3 2 1 Real Words thick, think, drink, drank, sank, sack drank, drink, think, thick, crack, track, truck, trick, stic mash, math, bank, bath, sink, sank, blank blink, wink, rank, ramp, damp, dump, pump, ...... Every third unit Every contains sentences. student choo The selects student wordthat froma list words.of The program dictates a word or detached syllable and the ‘bag.’”to ‘bug’ Untimed. to detached a spell syllable new worda in cluster or letter a or letter a replaces student The Sentences with words from units 8 from & 7 words with Sentences ______units 5 from & 4 words with Sentences _ _ g _ n _ _ _ units 2 from & 1 words with Sentences _ _ _ i ______k _ _ _ _ Letter Switch is designed to increase sound- Requiresof knowledge sound/symbol t, pet, pot, got, hot, co ng, rang, ng, rung, sting,sung,stung, lung, best, bent, tent, tint tent, bent, best, Letter Switch consists of consists tasks: Switch three Letter stunt, runt, rung, rust, crust, crest, ent, sent, sand,send, sank, k, stack, stock, stack, k, t, pig, wig, fig, fi stump, stamp, camp, cash, and long-vowel words.e) (silent onsonant blendsonsonant and digraphs, word as dictated, e.g., “Change “Change e.g., dictated, as word t, cut, hut, hug, tug, flock, flick, n, fit, hit, him, ses appropriatethe word to eachcomplete sentence. lim 22 21 20 19 Detached Syllables(word parts) 18 17 16 15 14 13 12 plete, pete plete, cate, nate, grate, grat, grav, gr vin, hin, min, lin, bike bake, like, lick, lack, lake, cake, rake, grin spin, spine, wine, scra scrape, grape, gripe, grip, grim, gram, slam slap, slip, ship, sl slop, shop, pore, pole pile, file, mile, mule, mole, more mot, vot, vote, noke, vote, vot, nike mot, spire,spize, tire, spite, nite, cham, chan, cran, ran, tren, slen, slin, crin crit, crim, flim, lim, lish, plish, bish, bing, bis, chis, chim, ______STRATEGIES FOR OLDER STUDENTS OLDER FOR STRATEGIES ______17 & 16 units from with Sentences words ______14 & 13 units from with Sentences words _ _ _ _ _ e _ _ _ 11 & 10 units from with Sentences words , pute, pate pute, , vit, lit, vit, las, lat, ba Teacher’s Student Software the to Guide tore, store, plore, plote, mote, store,plote, tore, plore, ope, rope, ripe, gripe, grime, gripe, ripe, rope, ope, av, grod, plod, plode, plote, plode, plod, grod, av, p, strap, strip, stripe, wipe, p, stripe, strip, strap, rack, rock, stock, stack, stake, , sore, core, care, cure, pure, s, bam, bom, nom, nim, nom, bom, bam, s, Level Activities2 ......
4-9 . . . . . 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
4-10 Lexia Reading Teacher’s Guide to the Student Software slide, shine, snipe, twine, slide, stripe, spite, spine, quite, plume, flute, plume, brute, prune, crude theme, Steve, these Steve, theme, sight words at the first-the at words sight level. second-grade and LexiaLists Word 3. 2. 1. Description Task Purpose Sight Words e u o i a VowelsBlends) Long (With and Word Lists Short Reading slope, smoke,globe, chok broke, glade, plane, scrape, stake, snake, snake, stake, scrape, plane, glade, Unit 10Unit 9 Unit 8 Unit 7 Unit 6 Unit 5 Unit 4 Unit 3 Unit 2 Unit 1 Unit ...... slid, shin, spit, spit, quit, twin, sn shin, spin, strip, slid, without a visual model. visual a without letters. the missing in Finally,words dictated the type students The student copies the dictated word on-screen, and then types right. must eachto student select left offrom letter the word going The student finds each word in a grid of letters on-screen. The clicks student each word dictated. as A of sample random previously them, stem, them, step shed, scrap,plan, glad, snack, stack, shack, chat,sn plum, stub, chum, drum, spun, st glob, slop, smock, s flop, drop, says, sure half, want, were, what many gone, have, come, some, done from live, give, said, once, does all any, who, you, are, was to,do, of they, busy, very Sight is Words to designed Sight Words consists of three tasks: three of consists Words Sight e, close, drove, froze, shone froze, drove, close, e, shake, whale,blaze, blade,brave, pot, prom,chop pot, trot, plot, shot, presented words displays.presented The un, slum, glum, drug, shut, chug develop automaticity for for automaticity develop ip, grip, slim, grin, slip, twig, chip, whip ap, stab, that, grab, clam, gram, slam, slap, trap gripe, slime, crime, drive, bribe, while, shrine, whine shrine, while, bribe, drive, crime, slime, gripe, , stole, those,stroke, shore Unit20 Unit19 Unit18 Unit17 Unit16 Unit15 Unit14 Unit13 Unit12 Unit11 crate, grave, spade, trade, shade trade, spade, grave, crate, STRATEGIES FOR OLDER STUDENTS OLDER FOR STRATEGIES danger, build, danger, sugar pretty people, friend, brother mother, other, watch, ninth whose, touch, brought thought, against always, almost, rough, tough, enough could, should,would where, above, again only none, been, Teacher’s Student Software the to Guide Level Activities2 ...... 4-11 . . . . . STRATEGIES FOR OLDER STUDENTS 4 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
4-12 Lexia Reading Teacher’s Guide to the Student Software Units Units 6-10 CVCe,CCVCe) are presented rein CCVCC, and (CVC, 2 1 Levels Students Older for Strategies Wo context. in reading comprehensionreading applying by picture to illustrate the theme of the sentences/paragraph. sewhen pronounced are and screen word Sight sentences. the complete Lexia20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Units 1-5 Units Description Task Purpose Paragraphs and Sentences Reading Units 11-20 ...... wish Jane wire Jack note track sand lost hat tell swims bank cliff tire hope time slide came hunt shore , fat, hut/ , fast, long/ long/ fast, , , , , , nose/ not, , , , , send,, sack/ , trick, trap/ , : Three sentences per unit have one missing sentencesone Three have : unit per snake think camp stung drive trash , , , glide , , : with Sentences missing two word , , trips tracks shine SentencesParagraphs and : Each unit has paragrapha five with missin pipes camp , pile waves chest , , trap/ , , cramp/ cramp/ , , snack/ , sung/, , , , Steve ship made , test bare bit , , , rest grass , wives/ , help wise bring munch , bat, sit/ sit/ bat, , lake The student selects the correct word to to word correct the selects student The , , bench shell , , , life sand cans rds containing the conceptsthe included containing rds in , care left slugs bite , , rush , came take chips jump , like, lack/ lack/ like, , shop , brick, , sting/ , , spots , shall, shed/ , dives , , , , trunk scrub , bend, bunch/ bend, , shore fresh brave plant , , , got best , hole fish , , , care lost well lunch , traps , , , get, gap get, , , dine , bone , lated sentencesor paragraphs. , cane , , cane/ , held, , thick , , rust , , bit/ s are in a box at the top of top a the in at are box s , rent word-attack strategies and by by and strategies word-attack lected. Each unit contains a contains unit Each lected. shell , hung , , cape/ , , ship , ride is designed to improve improve to designed is , chaps/, , dines/ dines/ , back shut , flash chunk , ripe, rid cash hung glass , bath, , bank s. Three sentences per unit. Mult , ship shot, stuck , , think care hive , , glad, grass vine , crash , word. Multiple-choice words (target words words (target words Multiple-choice word. , , live , , flame whale g words. Multiple-choice words (target words , hunt , , fame , , while , STRATEGIES FOR OLDER STUDENTS OLDER FOR STRATEGIES iple-choice words (target words Teacher’s StudentSoftware the to Guide in bold in Level Activities2 in bold ): ...... ): in bold in 4-13 ): . . . . . 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
4-14 Lexia Reading Teacher’s Guide to the Student Software wait words in isolation, as well as read as isolation, in as well words and recognizing constructing involve Activities combinations. recognitionautomatic develop of vowel for correspondence sound/symbol combinationsand to Lexiaoy oi ay ai oa ee Lists Word Units 4. 3. 2. 1. Description Task Purpose Vowel Digraphs Reading The The last unit word-recognition a is task a involving ra roach, roam, soak, soap, throat, toast throat, soap, soak, roam, roach, weed, wheel(s) 13 12 11 10 9 8 7 6 5 4 3 2 1 ...... Every fifth unit providesunit fifth pr Every combination. vowel student sorts words into boxes according to the sound of each In (vowel16–18 Units combinations twowith sounds), the The student selects words as dictated by the program. tion. vowel of word the spelling by combina- correct the selecting The program dictates a word and the student completes the au,oi, ee aw,ayoy, oa, oy, igh oi, ee ay, 1–4) units from sentences(words ay, oa,igh oa ai, igh, ai ee, oa, ee, ai bay, clay, day, gay, gray, hay, jay, lay, may, pay, play, pray, say, spray, stay, stray, sway, tray, way tray, sway, stray, stay, spray, say, pray, play, pay, may, lay, jay, hay, gray, gay, day, clay, bay, braid, brain, claim, drain, fail, faint, boy, joy, Troy toy, Roy, boil, broil, coil, coin, join join, foil, coil, broil, boil, bleed, bleed, deep, feed, greed, greet, queen, screen, screech, sheep boast, cloak, coast, coal, coat, coax, croak, goal, foam, go foam, goal, croak, coax, coat, coal, coast, cloak, boast, oo oi igh, (food), ea (eat), ow, au oy aw, (snow), ow sentences (words 6–9) units from Vowel Digraphs is designed to reinforce reinforce to designed is Digraphs Vowel Vowel Digraphs consistsDigraphs Vowel of tasks: four actice in vowel-combinationactice reading words sentences.in ing them in contextual material. words containing these vowel t, moist, oil, moist, t, point, soil, toil spoil, gain, grain, gain, grain, jail, main, nail, ndom group of vowel combinations from Vowel Digraphs. fromVowel groupcombinations ndom vowel of 26 25 24 23 22 21 20 19 18 17 16 15 14 at, groan, load, loaf, loan, loaf, lo loan, load, groan, at, , sheet, sleep, speech, speed, paid, pail, paint, rain(s), STRATEGIES FOR OLDER STUDENTS OLDER FOR STRATEGIES Review sentencesfrom (words units21–24) eigh, ue, ie oo ew, ie, (book) au,ue, ow ew, oi, ea sentencesfrom (words units16–19) oo, ow ea, sounds:two (snow,ow cow) two sounds: ea (eat, bread) sounds:two book)(food, oo sentencesfrom (words units11–14) (out), ou ea aw, Teacher’s StudentSoftware the to Guide ath, moan, oat, moan, poach, ath, oak, sail, saint, snail, sprain, street, street, sweet, te Level Activities3 ...... eth, tree(s), strain, strain, 4-15 . . . . . STRATEGIES FOR OLDER STUDENTS 4 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)
4-16 Lexia Reading Teacher’s Guide to the Student Software twirling, wishing twirling, suffixes, andsuffixes, suffixe the spelling reco requires It suffixes. common rented, st sifted, sanded, Lexiaed ing es s Lists Word Units 3. 2. 1. Description Task Purpose Suffixes Lists Word -r Vowel Reading mixes, losses, mixes, passes,messes, forks, honks, prints, risks,shells,prints, shocks, honks, forks, munching, picking, renting, ru renting, picking, munching, 5 4 3 2 1 ...... ur or ir ar Units1–6 spur(s), spurt, turn thorn, torn porch, scorch, port, pork, shor spark, star(s), starch, start,yardtart, harp, march, mark, marsh, part, es ing es When his class__ end, Ron plans to take a long camp__ trip. ( words. suffixes correct the in placing them and For example: The student completes a sentence by selecting the missing displayswithout suffixthe theand student types itin. The student selects dictated The student sorts words into boxes based on their suffixes. bats, belts, bats, hugs, cabs, hums, m kids, ful, est, er (plus sentences) (plus er est, ful, less, ness, ful (plus sentences) (plus less ness, ed, sentences) es, (plus ing sentences) (rented), ed sentences) (plus ing es, s, dirt, fir, dirt, firm, first, girl boxes, brushes,bunches, classes, buzzes, rented, rented, added, clouded, dented, drifted, dusted, ended, floa burn, burp, burst, church, curb, curl, fur, hurt, born, cord, corn, dorm, for, fork, form, fort, north, barn, car, charm, chart, charm, car, barn, adding, bending, bu adding, branching, blocking, ) Suffixes Suffixes is designed to improve reading and spelling of Suffixes ofconsists tasks: three unted, tested, trusted tested, unted, , shirt, stir, whirl stir, shirt, third, , smashes, taxes, tosses, wishes tosses, taxes, smashes, dart(s), farm, hard, harm, harm, hard, farm, dart(s), shing, shocking,shing, smashing, smelling, splashin t, sport, stork, storm, words from a list. The word words The list. a from s at the end of a base base word. a of s end the at scarf, shark, sharp, smart, smart, sharp, shark, scarf, gnition of gnition words isolated with ops, pets, ponds, jumps, ponds, burns, pets, drips, ops, snaps,specks, stops,whirls,whips, wings crashes, dresses, crashes, fi mping, camping, crunching, crushing, crunching, camping, mping, 10 9 8 7 6 normal, snorke organ, harvest, marching harvest, Units words) 7–9 (2-syllable er ur or ir ar er ted, frosted, handed s xes, flashes,xes, foxes, y, ly, en (plus sentences) ment, ish, ly (plus sentences) ment, y, ishsentences) (plus est, er, y (plus sentences) birdbath, birthday,birdbath, confirm,stirrup, whirlwind chapter, lantern, pers harness, hardware, harmless, darkness, carpet, artist, perch, term jerk, en, ed, es (plus sentences) (plus es ed, en, airport, forest, airport, burden, current, furnish, suburb, furnish, current, surplus burden, STRATEGIES FOR OLDER STUDENTS OLDER FOR STRATEGIES g, standing,stomping, trusting,thinking, charms, checks, charms, chir Teacher’s StudentSoftware the to Guide , pardon, starlight, pardon, , started, target forget, morning, inform, hornet, glasses, grasses, lunches, masses, , hinted, hunted, land l, torment, support torment, l, dusting, fixing, frosting,milking, on, termite,verdict Level Activities3 ps, cracks, ps, docks, ed, ed, lasted, listed, ...... 4-17 . . . . . 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 stu- dent 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, rail- road, six-teen, sail-boat, sham-poo
4-18 Lexia Reading Teacher’s Guide to the Student Software sing, pad-lock, pil-lo trum-pet, um-pire, val-ue, wel-fare val-ue, um-pire, trum-pet, tain, stif-fen, tur-nip slip-per, mis-fit, thir-teen ket, sum-mer, per-haps, text-book te tar-get, ded, tim-ber thun-der, ter-mite, round, twis-ted sub-ject,sun-rise, ping, Strategies for Older Studen context. Paragraphscontain th comprehension reinforcingby word-a target words isolation. in words target activity the errors, more or two comp to words missing the in types studentswhen pronounced on click and are screen the of top at the listed are words Sight theme. its LexiaUnits Description Task Purpose Paragraphs I 10 Unit 9 Unit 8 Unit 7 Unit 6 Unit 5 Unit 4 Unit 3 Unit Reading 9 8 7 6 5 4 3 2 1 (target words Topics parenthesis)in ...... New Orleans (mouth, Fren (mouth, Orleans New do (see, Trip Steamboat A The Mississippi north (dirt, Mark Twain boat,boys) (name, tales, deep, Timinga Glacier(fast, past,clock, crept, melt) (made, pi Iceberg an Making grave) must, swift, (time, back, The Salmon (plane, Alaska to Trip A The (bring Line Pipe Alaska com-plain, for-est, com-plain, ham-mer, grem-lin, an-noy, bar-ber, chow-der, com-bat, da ar-tist,ad-mire, bam-boo, car-pet, co com-bine,brigh-ten, book-let, ar-gue, blue-bird, ar-gue, con-sume, fol-low, dis-count, an-noy, free-d back-yard, ap-pear, air-port, con-fide cole-slaw, book-case, ap-proach, bed-room, chil-dren, com- chil-dren, bed-room, ap-proach, Paragraphsis I to designed improve reading a-spoon, vam-pire w, pur-sue, w, text-book A paragraph displays with ts Levels 1, 3. Levels and ts 2, hike, tent, hike, long) bring, e same concepts included in in included concepts same e cks, hard, might, new) provides recognizing practice in provides , rafts, , streams) mules, ch, food, made) near, s, past,hills, spot, send) les, thick, slides, split) slides, thick, les, lete the paragraph. If there are there If the paragraph. lete them. The student selects and ttack strategies and reading in cor-ner, dis-turb,fish-hook, pay- im-pact, m-mute, dis-gust, eas-tern, dis-gust, m-mute, a picture illustrating illustrating picture a con-fess, dam-pen, fain-ted ex-treme, hor-net, land-slide, main land-slide, hor-net, , bar-ber, en-joy, fos-sil, muf-fin, , fos-sil, en-joy, bar-ber, r-ling, ex-tinct, far-ther, for-got, high-way, in-dex, mar-ket, mis-lead, sus- mis-lead, mar-ket, far-ther, for-got, high-way, in-dex, ex-tinct, r-ling, ment, dis-card, eigh-teen, fron-tier eigh-teen, ment, dis-card, founders) 18 17 16 15 14 13 12 11 10 om, her-self, gar-den, lan-te gar-den, her-self, om, Built Railroads (coast, slow (coast, Railroads Built The Buffalo (plains, survive, gift, new, hides) Mix laws,(west, People of sent, life, part) Narcissa Whitman (make, (times, Times Hard brok GoodsLoading star (need, and co Lewis (explore, Clark Search for Land(land, rais bowl) game, dawn, street, (times, Game Bowl Sugar STRATEGIES FOR OLDER STUDENTS OLDER FOR STRATEGIES -tain, moon-light, pros-p ex-pert, grem-lin,ex-pert, in-ste Teacher’s StudentSoftware the to Guide ment, par-king, pinpoint, sur-prise,pinpoint, soun- par-king, ment, play-ground, shop-seg-ment, rep-tile, , haun-ted, in-clu haun-ted, , , fur-nish, hiccup, mid-night, hiccup, fur-nish, mus- , rn, sup-port, shar-pen, sur- e, hopes) trail, kept, ing, needed, western) went, way, husband,way, brave, t, tools, cow, children) t, cow, tools, , steel, railroads, lines) railroads, , steel, ast, maps, soon, started) ad, light-ning, ad, met-ric, ect, rep-tile, shel-ter, ect, rep-tile, Level Activities3 de, mon-ster, nur- ...... 4-19 . . . . . STRATEGIES FOR OLDER STUDENTS 4 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
4-20 Lexia Reading Teacher’s Guide to the Student Software and and constructing ty Combination, -r). Vowel in and It e, Silent Vowel 2, (Closed, 1, 3 and Levels in presented It syllables. consonant-le and recognition automatic improve of Lexia22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 2–4 Words, Easy grades Units 2. 1. Description Task Purpose Syllable Types Reading Harder Words, grades Words, Harder 4–6+ ...... and student the the copies wordby it. typing the appropriate second syllable. box,revealing matchesthen student syllable.the first to it The The student constructs a two-sylla unit. third every task occurs sorting the syllable correct and sorts it to the appropriate file card. This The program dictates a detached syllable and the student selects Construct first words open syllable with Construct first words open syllabl with dictation to V+r and VV, syllables e, Silent Sort Construct closedor words open first with sy Construct closedor words open first with sy and open Sort syllables closed to dictation Construct closedor words open first with sy Construct first words open syllable with and open Sort syllables closed to dictation Review unit—carefully chosen unit—carefully Review Constructwords closed or open with Constructclosed or sy wordsopen first with syllablesc-le Sort to and VV, open, dictation Constructclosed or sy wordsopen first with Constructclosed or syllab wordsopen first with dictation to syllables VCe and c-le, closed, Sort Constructwords closed or open with Constructclosed or sy wordsopen first with VCe Sort and open, syllables closed, dictation to Constructclosed or wordsopen first with Constructwordsclosed with sylla first to dictation syllables open and closed with c-le Sort Syllable Types contains se contains Types Syllable Syllable Types consists tasks: two of ping two-syllablewords. ping also reviews syllablethe types cludes sorting detached syllables detached sorting cludes two-syllable words with open The word displays in a column, words reviewing all concepts veraldifferent tasksto ble word ble blue a by selecting first syllable and VV, VCe, or VCe, VV, and syllable first word syllable—copy or VCe, V+r second closed, and syllable first e ande syllable—copysecond word VCe ble syllable—copylast c-le and word andsecond word V+r syllable—copy or VV and closed syllable—copysecond word syllable and c-le last syllable—copy word syllable—copy last c-le and syllable llable and syllable—copy llable second closed word and syllable—copy llable second closed word and syllable—copy llable second closed word llable and c-le second syllable—copy word syllable—copy second c-le and llable word syllable—copy second c-le and llable sec closed and llable le and closed or VCe se VCe or closed and le STRATEGIES FOR OLDER STUDENTS OLDER FOR STRATEGIES ond word syllable—copy c-le second syllable—copy word cond syllable—copy word syllable—copy cond Teacher’s StudentSoftware the to Guide Level Activities4 ...... 4-21 . . . . . STRATEGIES FOR OLDER STUDENTS 4 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
4-22 Lexia Reading Teacher’s Guide to the Student Software (Closed, Open, Silent e, Vowel Combination, and Vowel -r). and Combination, Vowel e, Silent Open, (Closed, wordscontaining syllable the ty LexiaUnits 3. 2. 1. Description Task Purpose 3 Syllable Words ofc&gUnitsandWord2 Sounds Lists, continued Reading decorate,moment monorail, volcano, violin, consistent, eraser absolute, Wisc commitment, appendix, pretended, fantastic, inte invest astonish, continent, peppermint electric, musical, departme establish, accomplish, Atlantic, united, develop gender, German gallon, goblin, garden, gent, cactus, lance, spice, scent, mercy, excess, fan dancer, princess, excite hiccups, collect, cupcake, perc 6 5 4 7 6 5 4 3 2 1 8 7 trace, twice crow, crunch, clap, cast, voice, sauce, spruce, fleece, slice, space, scene, embrace, center embrace, scene, space, carbon, clock, cart, ...... words without hearing the words first. words the hearing without words detached to from syllables the form grid student The arranges word syllables.the the in bycopies typing student The word. three-syllable tated dic- the create to syllables detached rearranges student The diplomat, document, alc document, diplomat, substitute, isolate,under domestic, deposit, repub dependent, professor, regu in equipment, important, contribute, estimate,illustra g soft:beginning & hard c mixed c medial soft: & hard hard: c, beginning soft: hard: c, ce beginning ending soft: bitterness, forbidden, 3 Syllable Words reinforces curl, crack, canal, candy, coffee, contact, contact, coffee, candy, canal, crack, curl, carpet, coffin, cutter, 3 Syllable 3 consistsWords of tasks: three rpret, forgotten,rpret, acrobat expect, exclude, attainment, microscope, attainment, ment, violent interrupt, nt, director, understood, beginning and ending c ending and beginning ohol, romantic, muscular, line, entertain, external, external, entertain, line, germ, gym, ge game, goat, grab, gush, um, antelope, incomplete, antelope, um, lic, electron, violet, electron, lic, strument, communist, strument, communist, onsin,spectator, monument ent, pencil, ulcer, pencil, ent, except, lar, magnetic, underneath, underneath, magnetic, lar, pes presented in Levels 1–4 te, organize, requirement, requirement, te, organize, count, curb, cling, cling, curb, count, reading of three-syllable race, grace, lice, raccoon, escape, rbil,gently, cube, tragic, fragilecy, fragilecy, stencil tragic, goddess, gather, charge, urge, strange, indulge, danger, stage, large grand, gutter, gossip, gotten, rage, page, wage, huge, enrage, 12 11 cringe, lounge,hinge, plun beginning g 10 9 legend,magic, charges,pages forgot,stagnant, engulf, forgave,margin, logic, rigid, turpentine hobgoblin monot everglade, abdomen, torpedo, imperfec transistor, contentment, cucu hibernate, comprehend politeness,protected, rota manual 12 11 10 9 8 misleading remainder, reluctant, prope hard: beginning hard: soft: g, age ending disconnect, suffocate, uncommon,discontent, occupant,chimpanzee, mixed g mixed soft: & hard medial g hard: soft:g, beginning en STRATEGIES FOR OLDER STUDENTS OLDER FOR STRATEGIES contestant, deafening, contestant, badmin intercom, pollinate, duplicate, amputate, gust, gong, grass, glide, grime, gallop, gasket, regain, regard, gambler, goblet, garment, Teacher’s StudentSoftware the to Guide ge, gypsy, gem, gymnast magnet, disgust, fragrant, fragrant, disgust, magnet, ting, feverish, inhabit, feverish, ting, boomerang, casserole,boomerang, undertake, memorize, memorize, undertake, ller, tenderness, interfere, interfere, tenderness, ller, immortal, distemper, distemper, immortal, one, crookedness,one, underfoot, t, daydreaming, Amsterdam daydreaming, t, mber, disrespe mber, ding nge and nge ding two-syllable ton, unbroken, bassinet, Level Activities4 glass, gain, goal, ...... ct, banister, 4-23 . . . . . 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)
4-24 Lexia Reading Teacher’s Guide to the Student Software Lexiasentencesinclude providparagraphs and to continue words single involving Exercises syllabic words. reinforceactivities 5 Level the structural word-attaanalysis L Reading EVEL 5A CTIVITIES af-, etc.). af-, meanings ofmeanings roots prefixes.and Latin common containing and roots prefixes re automaticity. cove Material spelling accent placement, Includes patterns. suffix;and root, accent placement is Includes spelling of affixes by di includes suffixes; discriminati combining forms. combining Greek common containing combiningforms. Emphasison is meaningsthe of Greek the Units Focus Units Focus Units Focus Units Focus Units Focus See page See page See page See page See page 10 (sentences10 included) paragraphs and 10 (sentences in every unit) (sentences 1–18) 21 units in (sentences 1–9) 12 units in 11 To improve vocabulary and word recogniti word and vocabulary improve To recogniti word and vocabulary improve To recognitionthe practice To of to two- fo La recognition of reinforce To To reinforce reading of two- to four-syllabl 4-32 4-29 4-27 4-26 4-33 e practice in applying word attack red includes: -ate/ite/ive includes: red onaffixesof construction and ctation, construction of words, an ck strategies necessary for automatic recognition of multi- emphasized; includes prefixes that develop automatic word recognition, while activities that activities while recognition, word automatic develop tin prefixes suffixes and tw in STRATEGIES FOR OLDER STUDENTS OLDER FOR STRATEGIES of important elements, and timed reading for reading timed and important of elements, lated to lated numberand ne ur-syllable words contai words ur-syllable strategies to contextual material. e words containing Anglo-Saxon prefixes and ; connectives -ity/ic/ical; on through constructing and reading wordsreading and constructing through on wordsreading and constructing through on Teacher’s StudentSoftware the to Guide of wordsof addingby affixes. d division of words into prefix, o- four-syllableto words. gation. Emphasis is Emphasis gation. on change (e.g., ad-, at-, ap-, ap-, at-, ad-, (e.g., change ning special ning accent Level Activities5 i/u; tu/du; ti/si/ci. 4-25 . . . . . STRATEGIES FOR OLDER STUDENTS 4 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
4-26 Lexia Reading Teacher’s Guide to the Student Software applicationof to rules included are Sentences changed. have prefixes which identifying involve and rule change prefix the on specifically work units Two words. complete to roots and root, prefix, words dividing into word, dictated a create to affix the spelling affixes, discriminating visually require Exercises words. multi-syllable in affixes rule of application and awareness suffixes where the accent falls on the root. The tasks increase that words multi-syllable reading 10 vary somewhat due to conceptual differences): conceptual to due somewhat vary 10 Lexia2. 1. 5. 4. 3. 2. 1. Description Task Purpose Latin continued Units, Saxon Anglo Reading Task Description for Units 7–10 Units for Description Task cuter, safer, tubing, cutest understanding, forgetful, unturned, fo unhelpful, over unfaithful, 10–12 9 8 7 planned, sloppy, batted, bitten, pi hi shipper, biggest, stopping, ...... thewith combine to root student chooses the correct Roots display on-screen with three boxes boxes three with on-screen display Roots has occurred. change prefix what indicate to A worddisplays with on-screen bo three with sentences of end the eachAt reads student the unit, Lati word.a boxes,affixes the the in form placing to After the roots matches student the containing words the with theand affix thein root boxes.appropriate on-screen display boxes Two boxaffix. the in a spell to letters uses worda student the dictates and program The A prefix displays on-screen next the letter strings that match the prefix exactly (units 1–6). Mixed words from units 4, 5, 4, Mixed units 6, from words 7 and 5, 4, Mixed units 6, from words 7 and spelland suffixesIdentify to dictation— Three- and four-syllable words words four-syllable and Three- Latin Latin is todesigned reinforce word-attack for strategies Latin generally consists contextual information. sharpen, forgot underworked, overturned, tting, snipping gripping, hopping, in every unit to reinforce reinforce to unit every in contain Latin prefixes and/or and/or prefixes Latin contain and suffix, and matching and affixes s pronunciation the governing of nned, hoped, griping, scraper, to a box containing letter letter containing box a to rbidden, forgiven, misspelling, outplaye forgiven, misspelling, rbidden, containing Anglo-Saxon affixes Anglo-Saxon containing xes containing a prefix. The student looks at the word and clicks on the box box the on clicks and word the at looks student The prefix. a containing xes containing and prefix chanthe possible wordsdoublewith le of five tasks (units 7– the prefix and puts it in the appropriate box. appropriate the in it puts and prefix the words that have an affix missing and fills in the affix. the in fills and missing affix an have that words Later,studentthe clicks the strings, some of which match the prefix. student The clicks , mopping, robbed, st robbed, mopping, , n-based affixes. student The divides the words and places riper, sloping, diner, taped, tters or omitted e STRATEGIES FOR OLDER STUDENTS OLDER FOR STRATEGIES ten, misleading, de misleading, ten, d, beginning,forecaster,d, overwhelming, Teacher’s StudentSoftware the to Guide ripped, tapping, spitting, bidding, spitting, tapping, ripped, ges. In response to a dictated word, afening, crookedness afening, dictated suffix 11–18). (units suffix dictated hiding, striped, mating, riding Level Activities5 ...... 4-27
, . . . . . STRATEGIES FOR OLDER STUDENTS 4 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
4-28 Lexia Reading Teacher’s Guide to the Student Software applying rules c to to and reinforced. presented unit Every sentences assist includes in an du, tu and ligatured u, and i affixes, and type words and affixes. Concepts related to connectives match Students affixes,identify rulesand of pronunciation affixe the necessarily not on fall rootthe multisyllable words Lati containing Tasks for Unit 1 Unit for Tasks due somewhat vary (units Lexia3. 2. 1. Description Task Purpose Special Accents Latin Word Lists, continued Reading adorable, adjustable,dependable, attachable,allowabl minus,focus, walrus, discus,fungus roundish, selfish, sickish, smallish, str possibility, visibility possibility, silencrodent, serpent, solvent, history,savoarmory, admissible, compatible, collectible, contra directory, compulsory, accessory, divergent, digestible, advisory, installment, investment, contentment, equipment, 19–21 18 17 16 15 14 13 12 sensibility, credibility sensibility, agen tendency, decency, prudence, sentence, agent, current, migrant, fragrant, warrant, frag bleachable, breakable, burnab quadrant, pregnant, balance, hi distance, Gregory, ivory, victor chewable, countable, crushable, fixa ...... and the student types it. types student and the A worddisplays and on-screen indicates student the wher suffix. specified the for and placement accent for coded visually A boxmulti-syllabicsix containing wordsdisplays on-sc strings, ofsome which match the suffix.The A suffix displays on-screen ne hospice, novice, solstice, jaundice, chalice, crevice, massive crevice, chalice, jaundice, solstice, novice, hospice, justice, office, lattice, malice, service, package,passage, cabbage, manage, message,scrimmage, lugg bandage, coin blockage, lati longitude, endure, altitude, failure, solitud secure, gratitude, conjure, figure, global, spinal, oral, lethal, lethal, oral, spinal, global, immortal, important, refusal, important, immortal, Special Accents is designed to practice reading to is practice designed Accents Special ontextual information. ry, memory, sensory Special Accents consistsof five sixto tasks y, rectory hickory, to conceptual to differences). age, shortage, shrinkage, spo shrinkage, shortage, age, le, joyous, nervous, joyous, famous le, . Emphasison accent-placement d pronunciationd of are si/ti/ci e, sentence, frequency, urgency, currency, pos rance, finance, entrance, clea entrance, finance, rance, affixesand words the containing postal, glossaformal,mental, total, rental, xt boxa to letter containing n affixes where the accent does accent the where affixes n ble, wondrous, ble, porous, pompous,callous s aidss word in identification. ongish, tallish, ailment, augment, casement removal, recital, referral, external, internal, repayment, prepayment, detachment, ndrance, ndrance, vacancy, pregnanc ctible, convertible, ctible, deduct practice, captive, active, active, captive, practice, tude, amplitude, juvenile, juvenile, amplitude, tude, e, attitude, reptile, futile e, reptile, attitude, student clicksstudent on matchingthe strings.letter e, affordable, correctabl ilage, storage, yardage, linkag yardage, storage, ilage, reen. The student clicks on the dictated word.dictated Words the on clicks student The reen. are cy, tangible, forcible, legible, feasible, terrible, edible, edible, terrible, feasible, legible, forcible, tangible, cy, rance, pr rance, pregnancy, infancy, e to place the accent. The program pronounces the word,the pronounces program e placeaccent. to the The , motive, native, passive, presen passive, native, motive, , cursive, festive, tangent, festive, cursive, age, plumage, baggage, pe STRATEGIES FOR OLDER STUDENTS OLDER FOR STRATEGIES ible, distractible, divisibl distractible, ible, y, livability, probability, pr fragile, textile, memorize, fertilize, civilize, factory, factory, civilize, memorize, fertilize, textile, fragile, , hostile, , victim winterize, ry, boundary, ry, bu sible, flexible, horrible, sensible, visible, visible, horrible, sensible, flexible, sible, e, dependable, e, detectable Teacher’s StudentSoftware the to Guide , ninety, safety, sixty, thirty, twenty, si e, pleasant, tenant, pleasant, e, servant, obability, capab rglary, primary, granary, e, inflexible, responsible, talent, student, strident, ndant, peasant, ndant, merchant, obable, bankable, bearable, bearable, obable, bankable, ize, organize ize, t, patent, parent, patent, t, dissent, Level Activities5 ility, cashable, cashable, ility, ...... , modernize, 4-29 nus, nus, . . . . . STRATEGIES FOR OLDER STUDENTS 4 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
4-30 Lexia Reading Teacher’s Guide to the Student Software negative, secretive, talkative, cognitive talkative, secretive, negative, sate opposite, dynamite, urbanite, division,confusion, revisi valiant, ingenious partial, emotional partial, nation, spatial, national, confession, profession,passion, stupidity, civility, rapidity, humanity, ti humanity, rapidity, civility, stupidity, re illustrate, terminate, suffocate, operate, deco contemplate, concentrate, compensate,delegate, designate, amputate admission, omission, illusi erosion, fusion, admission, million, bunion, brilliant, incongruous,discontinuo tempestuous,conspicuous, material, radiant, luxurious, solarium, Arabia, opium, Ca posterior,anterior, imperial, ul el dynamic, domestic, energetic, terrific, athletic, statistic, Atla attic, republic, fantastic, Lexia 10 Unit 9 Unit 8 Unit 7 Unit 6 Unit 5 Unit 4 Unit 3 Unit 2 Unit 1 Unit Special Accents Word Lists Reading incredulous, procedure, module, adulation procedure, module, incredulous, scripture, agriculture, mixture, adventure, manufacture, spatula, Scandinavia,auditorium, sanitarium, co electrical botanical, critical, fanatical, technical, political, comical, garlic, electric, economic, Hispan rupture, structure, gracious, vicious, delicious, special, efficient, spacio efficient, special, vicious, delicious, gracious, Words from units 4 & 5 virtuous, nature, pict natural, mutual, senior, junior, petunia, stalli radial, serious, radio, barb hospitality, acti facility, identity, purity, aggravate, estimate, dedicate, circulate, candidate, alternate, activate, compensate, separate, perforate, session, confession, session, profes Words units from 1–5 Words from all units fixture, fortune, graduate, gradual, pendulum, sc pendulum, gradual, graduate, fortune, fixture, vacation, ambi ambitious, gardenia, peculiar, opinion, communion, conven us, promiscuous, us, annual on, precision,on, exclusion, monument, document, strenuou document, monument, ntic, Pacific, artistic, gigantic, automatic, sarc terior, hysteria,stadiu rate, demonstrate, devastate, convulsion, fission, depressi ic, historic acrobatic, llite, favorite, parasite, relati arian, ex malaria, oblivion, sion, passion, convulsion, convulsion, passion, sion, on, genius, Daniel, spaniel, familiar, union, midity, polarity, humidity,polarity, midity, vi personality, median, obvious, librarian, precarious, Co librarian, obvious, median, gulate, ventilate, medicate, ventilate, medicate, gulate, , calculate, complicate, congregate, duplicate, elevate, formulate, hesitate, hesitate, formulate, elevate, duplicate, congregate, complicate, calculate, , on, explosion, seclusion, profusion, in profusion, seclusion, explosion, on, ure, punctual, Portugal, statue, pastur statue, Portugal, punctual, ure, vity, sincerity, frag sincerity, vity, tion, initial, patience, patience, initial, station, moti tion, occasion, abrasion, collusion m, alleviate, mysterious, editoria mysterious, alleviate, m, al, ethical, al, hysterical nadian, Utopia, encyclopedia, Utopia, nadian, ectronic, ethnic, frolic,diplom ethnic, ectronic, s, ambiguous, vacu manual, dominate, hibernate, immigrate, hibernate, dominate, on, impression, mission, impression, on, commi us, precious, judicial, ferocious, musician, session, ve, narrative, posit primitive, narrative, ve, perience, cu criterion, phobia, virtue, puncture, posture, tort posture, puncture, virtue, fission, depression,fission, impre hedule, nodule, fraudulent, ility, captivity, capability, captivity, fe ility, STRATEGIES FOR OLDER STUDENTS OLDER FOR STRATEGIES motivate, penetrate, definite, infinite, indefinite, definite, penetrate, motivate, astic, angelic, elastic, Antarctic, democrati Antarctic, elastic, angelic, astic, , identical, mathematical, economical, practicaeconomical, mathematical, identical, , ient, Spaniard, William, Spaniard, ient, cinity, pub severity, Teacher’s StudentSoftware the to Guide regalia, dominion, battallion, companion, companion, battallion, dominion, regalia, clusion, invasion, provision, version, provision, invasion, clusion, lombia, alien, continuous, genuine, alien, lombia, on,revolution, ignition,condition, l, humiliate, delirium, superior, l, delirium, humiliate, e, furniture, departure, century, Liberia, insomnia, zodiac, insomnia, zodiac, Liberia, atic, historic, dramatic, franti dramatic, historic, atic, um, evaluate, continual, continual, evaluate, um, ssion, mission, commission,mission, ssion, ive, tentative, sensitive, stodian, suburbia, Bolivia, stodian, Bolivia, suburbia, isolate, navigate, nominate, ssion, admission, omission, omission, admission, ssion, ure, ure, capture, le individual, residual, stivity, electricity, hostili electricity, stivity, convenience, billion, Level Activities5 licity, public, public, licity, traf cture, feature c, fic, 4-31 c, ty, l, , . . . . . STRATEGIES FOR OLDER STUDENTS 4 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 dic- tated 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.
4-32 Lexia Reading Teacher’s Guide to the Student Software Phrases are used throughout to reinforce meaning. meanings. to these according analyzed are words and emphasized common Greek forms. The of meanings the combining forms are word identification by infirm, insane, insensitive, discontent, insensitive, insane, infirm, nonconformist, nonsen nonexistent, semi multimillionaire, multiphase, octopus, November, octagon, transfer, infer, refer except concept, predict, contradict, diction consist resist, insist, extend, construct, instruct, destructi pretest, preview, interrupt Tasks for 1–3, Units and5–7, 9–10 due differences): conceptual somewhat to Lexia4. 3. 2. 1. Description Task Purpose Greek 10 Unit 9 Unit 8 Unit 7 Unit 6 Unit 5 Unit 4 Unit 3 Unit 2 Unit 1 Unit PrefixWordMeanings Root & Lists Reading subnormal, transport,subnormal, transmit, tr ...... Part of a word displays on-screen and the student types types definitionto complete the word. student the and on-screen displays word a of Part word. A word displays on-screen with three meanings underneath the picture with the combining form. The student chooses the correct picture to match the mean sponding picture. corre- the clicks meaning. on student its states and The sound display on-screenan ing forms the pictures depicting Three meanings of three Greek combin- recede, precede, intercede, impel, scribble, repel, expel, spectator, inspect, respect, visor, visit, visual, auditoryvision, export,report, import, trans contract, extract, distract, retract, conduct, committee, c external, exit, import, internal, insert, inspect, intrude, unhappy, u unattached, unreadable, quadruplet triplets, tricycle, bicycle, uniform, unicycle, Review of words from units all from words of Review Greek Greek is designed to increase vocabulary and improve Greek consists of consists Greek four constructing and reading words containing , intercept, interfere, internati on, reflex, inflection deflect, decade, decathlon, centipede, century, cent centipede, century, decathlon, decade, ontract, community, ansfer, transfuse,ansfer, propose, proc circle, semiliquid, semiconscious semiliquid, circle, d the program dictatesits d program the se, nonproductive, nonrefundable, in inhuman, propose, transpose, compose, transmit, emit port, inform, reform, conform, deform,conform, reform, inform, port, inve disobey, discontinue, produce, conduct, induct, , audience, auditorium, vocal, vocalize tasks (units vary nbalanced, unchanged, unclear, u unclear, unchanged, nbalanced, connect, distant, divide, onal, interview, intermission, re in the combining form that corresponds to the dictated the to that corresponds in combining the form distrust, disregard distrust, it. The student chooses the correct meaning to go with the ing stated by the program and the meaning the under and appears bystated ing the program s, quintet, quintuplets, sextet, sextuplets, septuplets, sextuplets, sextet, quintuplets, quintet, s, export, eject, extract, subm extract, eject, export, eed, project, eed, pr inscribe, describe, interrupt, STRATEGIES FOR OLDER STUDENTS OLDER FOR STRATEGIES reduce, object, project, inject, eject, reject, ennial, millipede, millennium, multilingual, disrupt, dismantle, pred nhealthy, nonmetal, nonparticipating, nonmetal, nhealthy, Teacher’s StudentSoftware the to Guide otrude, produce , submit, inspire, c inspire, submit, , , vocation, tactile, contact, intact, contact, , tactile, vocation, rt, revert, convert, contend, pretend, consistent, independ peat, recede, retake, respond, ret arine, subway, substandard, substandard, subway, arine, disrupt, erupt, intercept, Level Activities5 onspire, respirator, onspire, ict, prevent, prepay, ent, inexcusable, ent, ...... 4-33
ell . . . . . STRATEGIES FOR OLDER STUDENTS 4 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
4-34 Lexia Reading Teacher’s Guide to the Student Software ACKNOWLEDGEMENTS ...... 5
Designers of Lexia Reading Alice Garside, Ed.M. (1909-2007) Former reading supervisor for the Language Clinic at Massachusetts General Hospital, Boston, MA, and reading consultant for the Carroll School in Lincoln, MA. Pamela Hook, Ph.D. Associate Professor in the Graduate Program in Communication Sciences and Disorders, MGH Institute of Health Professions at Massachusetts General Hospital, Boston, MA. Sandra Jones, Ph.D. Program Coordinator for the HILL and adjunct Associate Professor in the Graduate Program in Communication Sciences and Disorders, MGH Institute of Health Professions at Massachusetts General Hospital, Boston, MA. Sharon Marsh, Ed.D. Former Education Director at the Carroll School in Lincoln, MA and the Commonwealth School, Boston, MA. Sharon Weiss-Kapp, M.Ed. Adjunct Clinical Assistant Professor of Communication Sciences and Disorders, School of Health and Rehabilitation Sciences, MGH Institute of Health Professions at Massachusetts General Hospital, Boston, MA. Senior Clinical Associate at the Autism Language Program, Children's Hospital, Boston, MA. Author of Wisnia- Kapp Reading Program (WKRP), and CEO and President of Kapp Reading Corporation. Isabel Wesley, M.Ed. Fellow of the Academy of Orton-Gillingham Practitioners and Educators, and private educational consultant specializing in reading disabilities.
Additional Thanks Lexia Reading was produced by the people at Lexia Learning Systems, Inc. In addition to all of the people at Lexia, we gratefully acknowledge the support of the following people: Steve Olenick, AudioLink Mary-Ellen Whitaker, English Voice
We would also like to thank some of the schools, adult literacy centers, and clinics that generously worked with us to test and develop our software: Garfield Magnet School, Revere, Massachusetts, a public school P.J. Kennedy School, East Boston, a public school Read to Succeed, Hartford CT, an adult literacy center The Learning Connection, Pittsfield, MA, an adult literacy center The McKinley School, Boston, MA, a public school for special needs children MGH Institute of Health Professions Language Lab, Boston, MA The Carroll School, Lincoln, MA, an independent school for children with language disabilities The Lee School, Dorchester, MA, a public school
Lexia Reading Teacher’s Guide to the Student Software 5-1 ACKNOWLEDGEMENTS 5
5-2 Lexia Reading Teacher’s Guide to the Student Software Lexia Reading Scope & Sequence • Word construction from syllables andprefixes, stems • to enhance comprehension pictureUse of support •Comprehension words of andword parts •Categorical andassociativethinking COMPREHENSION • Timed identification simpleandcomplex of words •Automatic vowel recognition words short of • Timed medialvowel discrimination withletters • Timed discrimination easilyreversible of letters •Phonemeintervals for blendingandsegmenting •Greek combining forms •Latin prefixes, roots andsuffixes •Anglo-Saxon prefixes andsuffi xes •Pre-primerthroughthird grade words sight •Picture-word matching •Categorical sorting •Picture-word matching VOCABULARY • Letter-sound correspondence for consonants, AWARENESS PHONOLOGICAL /PHONICS •Blendingsounds •Segmenting sounds •Blendingcompound words andsyllables •Segmenting compound words andsyllables •Identifying beginningandendingsounds •Rhyming AWARENESS PHONOLOGICAL • Automatic recognition words of with Vowel combination words •Short-vowel words, Silent-e words, Vowel-r words, • Segmenting, blendingandmanipulating • Identifying medialsoundsandletters, short • Identifying beginningandendingsounds • Systematic cloze procedure comprehension of •Modeledparagraph reading •Automatic identification irregular of words • Three-syllable words • Two-syllable words •Opensyllable words, consonant-le words FLUENCY Skills Developed and suffixes and syllables short vowels andconsonantshort digraphs of words,of phrases, sentences andparagraphs sentences, paragraphs andstories vowel digraphs sounds withletters and longvowels and letters
ages 4–6 reading early X X X X X X X X X X X X
ages 5–8 reading primary X X X X X X X X X X X X X X X X X X X X X X X
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older studentsolder strategies for ages 9–adult X X X X X X X X X X X X X X X X X X X X X
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LRG-7 09/2010