Teacher’s Guide - SharpSchool

Teacher’s Guideto the Student Software

Early ReadingPrimary Reading

Strategies for Older Students

Welcome to the Lexia classroom.

Lexia Reading aligns with the Three-Tier Response to Intervention (RTI) Model

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15%some

80%all

Lexia’s Three-Tier Model of Support

or Instruction

tierTHREE

tierTWO

tierONE

Accelerate reading acquisition by providing extended practice to develop foundational reading strategies Use: 20-30 minutes, 5 times a week

Prevent reading failure by strengthening reading skills for students who need additional practice in essential reading skills Use: 20-30 minutes, 3-4 times a week

Support on-level and advanced students through accelerated independent practice Use: 20-30 minutes, 2 times a week

Lexia Reading®

Teacher’s Guide to theStudent 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.

Lexia Reading® 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 trademark 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 LexiaLearning Systems, Inc. The software described in this document is furnished under a license agreement or non-disclosureagreement. The software may be used only in accordance with the terms of the agreement. It is against the law to copy thesoftware on any medium except as specifically allowed in the license or non-disclosure agreement. No part of this manualmay be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying andrecording, for any purpose without the express written permission of Lexia Learning Systems, Inc.

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Lexia Reading Teacher’s Guide to the Student Software I

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Contents

Welcome to the Future of Reading EducationWhat is Lexia Reading? IIIReading Success for Students at All Levels IVLexia Reading Program Progression IV

1 Getting Started with Lexia Reading 1-1Getting Started Teacher Checklist 1-1Lexia Reading Recommended Usage 1-2Using Lexia Reading Student Software 1-2

2 Early Reading 2-1Level 1 Activities 2-1

Rhyme Time 2-2Sound Match 2-3Word Snip 2-4Sound Slide 2-5

Level 2 Activities 2-6Consonant Tree I (t, b, m, s, k, f) 2-7Consonant Tree II (p, g, r, n, d, z, l) 2-7Consonant 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) 2-8Short Vowel Crate (a, e, i, o, u) 2-9Consonant Pairs (sh, th, wh, ch) 2-10

3 Primary Reading 3-1Level 1 Activities 3-1

Sounds to Letters 3-2Consonant Castle 3-3Sight Word Search 3-4Sort b, d, p 3-5Short Vowel Match 3-5

Level 2 Activities 3-6Sounds to Letters II 3-7Consonant Blast 3-8Sight Word Search II 3-9Short Vowel Bridge 3-9Picture-Word Match 3-10

Level 3 Activities 3-11Sound Change 3-12Sight Word Search III 3-12Silent-e Switch 3-13Fast Find 3-14Silent-e Score 3-15

II Lexia Reading Teacher’s Guide to the Student Software

Level 4 Activities 3-16Word Hunt 3-17Sight Word Search IV 3-17Word Stairs 3-18Pirate Ship 3-19Group It I 3-20

Level 5 Activities 3-21Super Change 3-22Add It 3-23Sight Word Search V 3-24Elevator 3-25Group It II 3-26

4 Strategies for Older Students 4-1Level 1 Activities 4-1

Short Vowel Sounds 4-2Consonant Sounds 4-3b, d, p 4-5Middle Vowels 4-6Short Vowel Words 4-7

Level 2 Activities 4-8Letter Switch 4-9Short and Long Vowels 4-10Sight Words 4-112 Syllable Words I 4-12Sentences and Paragraphs 4-13

Level 3 Activities 4-14Vowel Digraphs 4-15Vowel -r 4-16Suffixes 4-172 Syllable Words II 4-18Paragraphs I 4-19

Level 4 Activities 4-20Syllable Types 4-212 Sounds of c & g 4-223 Syllable Words 4-23Paragraphs II 4-24

Level 5 Activities 4-25Anglo Saxon 4-26Latin 4-27Special Accents 4-29Prefix and Root Meanings 4-32Greek 4-33

5 Acknowledgements 5-1

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Lexia Reading Teacher’s Guide to the Student Software III

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .WELCOME TO THE FUTURE OF READING EDUCATIONTM 1Welcome to Lexia Reading! Your students are about to join over a million other students who have successfully learned to read using Lexia software since the company’s founding in 1984.

W H A T I S L E X I A R E A D I N G ®?Lexia Reading is a technology-based system of differentiated practice, embedded assessment, and targeted instruction, designed as an essential component of every reading curriculum.

Lexia Reading is comprised of the Lexia Reading student software (explained in this guide) and MyLexia, the web-based administrative and reporting system for educators. Lexia Reading student software is installed on each student workstation. An active Internet connection is needed in order to send the results of student work to a secure database hosted by Lexia. Teachers can open a web browser and login to MyLexia in order to monitor student progress and usage.

Lexia Reading Student SoftwareLexia Reading student software provides explicit, systematic, and structured practice on the essential reading skills of phonemic awareness, phonics, fluency, vocabulary, and comprehension. Students use the web-enabled software to work independently within three age-appropriate programs:

Lexia Early Reading® (ages 4-6) encourages early reading success by having students practice critical pre-reading skills. For information, see “Early Reading” on page 2-1.

Lexia Primary Reading® (ages 5-8) helps students acquire and improve their basic reading skills. For information, see “PrimaryReading” on page 3-1.

Lexia Strategies for Older Students® (ages 9-adult) provides extensive practice in basic and advanced reading skills and is designed for older students. For information, see “Strategies for Older Students” on page 4-1.

MyLexia®

MyLexia (www.mylexia.com) is Lexia Reading’s administrative and reporting system for educators. MyLexia supports student usage of Lexia Reading with a wide range of functionality and resources, including:

Administrative tasks. Create and manage student accounts, add students to classes, modify student program assignments, print classroom materials, and more.

Reporting and progress monitoring. Access powerful tools that allow teachers and administrators to monitor student performance, benchmarks, skills, usage, and progress using current student data from Lexia Reading.

Printable classroom materials. Re-teach struggling students with Lexia Lessons® (multi-sensory instructional scripts). Further develop reading skills with Lexia Skill Builders® (paper-and-pencil practice sheets).

Lexia Quick Reading Test™ (QRT). Gain valuable insight into the phonics and decoding skills of students in as little as five to seven minutes with this teacher-attended diagnostic and screening tool.

Teacher Resources. Browse materials that help educators get the most out of Lexia Reading, with videos, tutorials, research, best practices, guides, achievement certificates, correlations to core reading programs, and more!

For complete information on MyLexia, login to www.mylexia.com and look for the help tools.

http://www.mylexia.com

WE L C O M E T O T H E F U T U R E O F R E A D I N G E D U C A T I O N

IV Lexia Reading Teacher’s Guide to the Student Software

R E A D I N G S U C C E S S F O R S T U D E N T S A T A L L L E V E L S

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 E X I A R E A D I N G P R O G R A M P R O G R E S S I O N

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.

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Lexia Reading Teacher’s Guide to the Student Software 1-1

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .GETTING STARTED WITH LEXIA READING 1This chapter contains practical information on getting started with Lexia Reading in your classroom.

G E T T I N G S T A R T E D T E A C H E R C H E C K L I S T

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

G E T T I N G ST A R T E D W I T H L E X I A R E A D I N GLexia Reading Recommended Usage

1-2 Lexia Reading Teacher’s Guide to the Student Software

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L E X I A R E A D I N G R E C O M M E N D E D U S A G E

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 S I N G L E X I A R E A D I N G S T U D E N T S O F T W A R E

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.

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. .G E T T I N G ST A R T E D W I T H L E X I A R E A D I N GUsing Lexia Reading Student Software


Using Auto Placement (First-Time Students Only)The first time a student logs into Lexia Reading, the student will encounter Auto Placement activities if the student does not already have a program assignment. Auto Placement is only for students who are new to Lexia Reading.

Auto Placement activities are presented based on the student’s assigned grade (though teachers can manually adjust a student’s Auto Placement setting in MyLexia). Auto Placement generally takes less than 10 minutes to complete. The student is automatically enrolled in a program and level (with all units set to 1) based on his or her performance.

Lexia strongly recommends that teachers allow students to use Auto Placement in order to be assigned to a program, although teachers can manually assign students to a program and level prior to the student logging into Lexia Reading (so that the student will not encounter Auto Placement) or after the student uses Auto Placement.

In MyLexia, teachers can view the results of Auto Placement by running a Class Auto Placement Report on the Reports tab or by viewing the student list on the Students tab. Assignments made as a result of Auto Placement are appended with the initials (AP).

Selecting an ActivityAfter logging in and completing Auto Placement (first-time use only), the Select an Activity screen (shown below) allows the student to select an activity. Teachers can monitor student progress by observing this screen as students work. Directly above each activity name, a bar displays the units (represented by lines) within that activity, with completed units filled in.

A row of five yellow circles above an activity bar indicates that the student has attempted a unit three or more times without success and may require explicit teacher-directed instruction in order to progress. A row of five blue stars indicates that the student has successfully completed the activity. ‘Grayed out’ activities are unavailable. After a student completes an activity, they are given a limited number of opportunities to go back into it before it is grayed out.

To view information about an activity, hover the cursor over one of the activity bars. A brief summary displays the activity name, the skill it reinforces, the next unit that the student will work on, and if the branching feature is enabled.

Activity Selection Screen in Lexia Reading Student Software

G E T T I N G ST A R T E D W I T H L E X I A R E A D I N GUsing Lexia Reading Student Software


1

Automatic Promotion after Finishing Levels and ProgramsAfter 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:

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

Exiting Activities, Levels, and Lexia ReadingIf 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.

Auto Promotion into Strategies for Older Students Level 1:Short Vowels Sounds - OFFConsonant Sounds - ON set to unit 14b, d, p - ON set to unit 1Middle Vowels - ON set to unit 6Short Vowel Words - OFF

Auto Promotion into Strategies for Older Students Level 2:Letter Switch - ON set to unit 19Short and Long Vowels - ON set to unit 13Sight Words - ON set to unit 142 Syllable Words - ON set to unit 10Sentences and Paragraphs - ON set to unit 11

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.

Early Reading,Primary Reading Strategies for

Older Students


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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .EARLY READING 2L E V E L 1 A C T I V I T I E S

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.

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.

Rhyme TimeFocus 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 MatchFocus 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 SnipFocus 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 SlideFocus 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

E A R L Y R E A D I N GLevel 1 Activities


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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.)

Units1 One-syllable words containing 3 sounds. Foil has no similarity to the rhyming words. Rhyming words are always placed next to each other (e.g., mug, rug, bat).

2 Same as unit 1, except the words are placed randomly (e.g., mice, bag, dice).

3 One-syllable words containing 4 sounds including initial blends. Foil has no similarity to the rhyming words. Words are placed randomly (e.g., green, queen, clock).

4 One-syllable words containing 3 sounds. Foil has some similarity to the rhyming words. Words are placed randomly (e.g., sock, book, rock).

5 One-syllable words containing 4 sounds including beginning blends. Foil has some similarity to rhyming words. Words are placed randomly (e.g., brick, snake, stick).

6 One-syllable words containing 3 or 4 sounds including beginning blends. Foil has some similarity to rhyming words. Words are placed randomly (e.g., sock, block, cake).

7 One-syllable words containing 3 or 4 sounds including ending blends. Foil has some similarity to rhyming words. Words are placed randomly (e.g., hand, pond, band).

8 One-syllable words containing 3 or 4 sounds including beginning and ending blends. Foil has some similarity to rhyming words. Words are placed randomly (e.g., star, bear, bar).

9 One-syllable words containing 4 or 5 sounds including beginning and ending blends. Foil has some similarity to rhyming words. Words are placed randomly (e.g., stamp, shrimp, tramp).

10 Two-syllable words containing a base word plus the suffix “ing.” Foil has some similarity to rhyming words. Words are placed randomly (e.g., biking, rowing, glowing).

11 Two-syllable words containing a base word plus the suffix “er.” Foil has some similarity to rhyming words. Words are placed randomly (e.g., skater, writer, waiter).

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. .E A R L Y R E A D I N GLevel 1 Activities


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Purpose Sound Match is designed to increase students’ awareness of beginning and ending sounds in words. It also integrates word meaning into sound-discrimination activities.

Task Description Three pictures display on-screen, each representing a single word. The program highlights and names each picture aloud. In the first 7 units, the student clicks on the word (or words) that begin with a certain sound. In units 1–3 and units 8–10, the student hears a sentence that defines the target word as well as its beginning or ending sound. (Note: If a student has difficulty with a unit, the program branches to a practice version with the correct answers highlighted.)

UnitsRecognition of Beginning Sounds

1 One-syllable words containing 3 sounds. Foils have no similarity to the target word (e.g., “Something that you can read that starts with the sound /b/.” book, cup, fan).

2 Same as unit 1, except one foil has the same initial sound as the target word (e.g., “Something that birds live in that starts with the sound /n/.” nest, mouse, nose).

3 Same as unit 1, except the foils have a similar meaning as the target word (e.g., “Something that is an animal that starts with the sound /h/.” cat, hen, mouse).

Matching Beginning Sounds

4 One-syllable words containing 3 sounds. Foil has no similarities to target word pairs. Target words are placed next to each other (e.g., bull, bed, rock).

5 Same as unit 4, except target words areplaced randomly (e.g., home, goat, hose).

6 One-syllable words containing 4 sounds including initial blends. Foil has no similarities to target word pairs. Target words are placed randomly (e.g., smoke, clock, skate).

Recognition of Ending Sounds

7 One-syllable words containing 3 sounds. Foils have no relationship to the target word (e.g., “Something that swims that ends with the sound /k/.” duck, game, house).

8 Same as unit 7, except one of the foils has the same ending sound as the target word (e.g., “Something that you eat that ends with the sound /z/.” pig, peas, bees).

9 Same as unit 7, except the foils have a similar meaning as the target word (e.g., “An animal whose name ends with the sound /s/.” mouse, lamb, dog).

Matching Ending Sounds

10 One-syllable words containing 3 sounds. Foil may have some similarity to target word pairs. Target words are placed next to each other (e.g., bed, mad, cake).

11 Same as unit 10, except target words are placed randomly (e.g., robe, jet, web).

12 One-syllable words containing 4 sounds including ending blends. Foil may have some similarity to target word pairs. Target words are placed randomly (e.g., stamp, trunk, harp).



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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.)

Units1 Two-syllable compound words are presented with a 1-second pause between the syllables (e.g., lunch-box).

2 Two- and three-syllable words are presented with a ½-second pause between the syllables (e.g., high-chair, ta-ble-cloth).

3 Same as unit 2, but words are presented with no pause between syllables.

4 Two-, three- and four-syllable words are presented with a 1-second pause between syllables (e.g., pop-si-cle, tu-lip, cat-er-pill-ar).

5 Same as unit 4, but presented with a ½-second pause between the syllables.

6 Same as unit 4, but words are presented with no pause between the syllables.

7 Words with “ing” ending are presented with a 1-second pause between the base word and the “ing” (e.g., sneeze-ing, park-ing).

8 Same as unit 7, but words are presented with a ½-second pause between the syllables.


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).

11 Same as unit 10, but words are presented with a ½-second pause between the syllables.


13 Words with 2 sounds are presented with a 1-second pause between the sounds or phonemes (e.g., o-n, m-e, k-ey). An image is revealed as bars are pulled.

14 Words with 3 sounds are presented with a ½-second pause between the sounds or phonemes (e.g., c-a-ve, g-oo-se).

15 Words with 2 or 3 sounds are presented with no pause between the sounds or phonemes.

16 Words with 4 sounds are presented with a 1-second pause between the sounds or phonemes (e.g., b-a-n-k, s-c-oo-p).

17 Words with 3 or 4 sounds presented with a ½-second pause between the sounds or phonemes (e.g., m-u-d, c-r-a-ck).

18 Same as unit 17, but words are presented with no pause between the sounds or phonemes.

19 Same as unit 18.

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Purpose Sound Slide is designed to increase awareness of syllables and sounds in words, and improve the ability to blend syllables and sounds into words.

Task Description Three pictures display on-screen. The student hears a word with a brief pause between syllables (or sounds), and clicks on the picture that represents that word. (Note: If a student has difficulty with a unit, the program branches to a practice version highlighting the correct answers.)

Units1 Two-syllable compound words are presented with a ½-second between syllables.

2 Two-syllable compound words are presented with a 1-second between syllables.

3 Two-syllable words are presented with a ½-second pause between syllables.

4 Two-syllable words are presented with a 1-second pause between syllables.

5 Same as unit 4.

6 Same as unit 4.

7 One-syllable words are presented with a ½-second pause between the initial sound and the remaining sounds (e.g., f-in, m-oon, r-ock).

8 Same as unit 7, but words are presented with a 1-second between the initial sound and the remaining sounds.

9 One-syllable words are presented with a ½-second pause between a blended consonant-vowel and a consonant (e.g., fee-t, boo-k, hi-ll).

10 Same as unit 9 except words are presented with a 1-second pause between a blended consonant-vowel and a consonant.

11 One-syllable words are presented with a ½-second pause between a blended consonant-vowel and a consonant blend (e.g., toa-st, ne-st, si-nk).

12 Same as unit 11, except words are presented with a 1-second pause between a blended consonant-vowel and a consonant blend.

13 Words with three sounds are presented with a ½-second pause between the sounds (e.g., r-u-g, b-a-th, sh-ee-p).

14 Same as unit 13, except words are presented with a 1-second pause between the sounds.



2

L E V E L 2 A C T I V I T I E S

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

. . .



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C o n s o n a n t T r e e I ( t , b , m , s , k , f )

Purpose Consonant Tree I is designed to increase knowledge of sound/symbol correspondence and the ability to identify these letters as beginning and ending sounds within words.

Task Description Six letters display on-screen and the student chooses one 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 that activity as many times as is necessary for mastery.

Units1-6 Individual letters (t, b, m, s, k, f) are presented in conjunction with a picture of a word that begins with the letter. In the initial sound identification task, the student chooses between two letters. The foil is one of the letters listed above.

7 Review letters from units 1–6 as beginning sounds.

8-13 Individual letters (t, b, m, s, k, f) are presented in conjunction with a picture of a word that ends with that letter. In the ending sound-identification task, the student chooses between two letters. The foil is one of the letters listed above.

14 Review letters from units 8–13 as ending sounds.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C o n s o n a n t T r e e I I ( p , g , r , n , d , z , l )

Purpose Consonant Tree II is designed to increase knowledge of sound/symbol correspondence and the ability to identify these letters as beginning and ending sounds within words.

Task Description Seven letters display on-screen and the student chooses one 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 that activity as many times as is necessary for mastery.



2

Units1-7 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.


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.

C o n s o n a n t T r e e I I I (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).

Units1-6 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.


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.

. . .



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S h o r t V o w e l C r a t e (a, e, i, o, u)

Purpose Short Vowel Crate is designed to develop knowledge of the short vowel sound/symbol correspondence and the ability to identify these letters as beginning sounds of words.

Task Description As vowels are introduced, the student hears 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 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).

Mixed short vowels display with a picture, and the student chooses the correct short vowel for the beginning sound, or identifies a picture of something that begins or ends with the letter (from two possibilities).

Units1-2 Individual vowels (a, i) in conjunction with a picture of a word that begins with that letter. In the initial sound-identification task, vowels are compared to a consonant.

3 Vowels are mixed in sets of two (a/i).

4 o

5 Vowels are mixed in sets of two (o/i, o/a).

6 u

7 Vowels are mixed in sets of two (u/a, u/o, u/i).

8 e

9 Vowels are mixed in sets of two (e/i, e/a, e/o, e/u).



2

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C o n s o n a n t P a i r s (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.

Units1-4 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.


. . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .PRIMARY READING 3L E V E L 1 A C T I V I T I E S

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 LettersFocus To reinforce phonemic awareness and the ability to map sounds onto letters.

Units 28

Words 76

See page 3-2

Consonant CastleFocus 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 SearchFocus To develop automatic recognition of pre-primer high-frequency irregular words.

Units 28

Words 150

See page 3-4

Sort b, d, pFocus 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 MatchFocus To develop sound/symbol correspondence skills with short vowels.

Units 7 (increasing in difficulty from two to five vowels)

See page 3-5

P R I M A R Y R E A D I N GLevel 1 Activities


3

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S o u n d s t o L e t t e r s

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.

Units1-2 short-a words

3-4 short-i words

5-6 short-a and -i words

7-8 short-o words

9-10 short-a and -o words

11-12 short-i and -o words

13-14 short-u words

15-16 short-i, -o, and -u words

17-18 short-a, -i, -o, and -u words

19-20 short-e words

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

Short-a Wordsbag, bat, cab, can, dad, fan, ham, hat, mad, man, map, mat, nap, pan, rag, rat, sad, tag, wag, vanShort-i Wordsbib, big, fin, him, hit, kid, lid, lip, pig, pin, wig, winShort-o Wordscop, dog, dot, fog, hop, hot, job, jog, log, mom, mop, pop, pot, sob, top, hogShort-u Wordsbug, bun, bus, cub, cup, gum, hut, mud, mug, nut, rug, run, sub, sun, tub, tugShort-e Wordsbed, hen, leg, men, net, peg, red, ten, vet, web, wet

. . .

. .P R I M A R Y R E A D I N GLevel 1 Activities


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C o n s o n a n t C a s t l e

Purpose Consonant Castle is designed to reinforce sound/symbol correspondence for beginning and ending consonants and to increase awareness of the initial and final sound segments within words.

Prerequisite Knowledge of sound/symbol correspondence for consonants.

Task Description The student clicks the initial or final consonant to complete the spelling of dictated words. Correct responses build a castle at the bottom of the screen. When the castle is complete, a dragon and the number of correct responses display.

UnitsUnits 1-9, Beginning Sounds

1 m, s

2 b, r

3 m, s, b, r

4 d, f, t, h, c

5 l, p, g, w, n

6 k, j, y, z, v

7 b, d, m, n

8 p, g, f, s

9 b, d, p, g

b bad, bet, box, bud, bus, bun, big, bit, bug, beg, but

c cup, cub, cap, cut, can, cat, cob

d dam, den, did, dug, dip, dad, dot, dim, dog, dig

f fan, fed, fog, fit, fig, fox, fun, fat, fin, fib

g gas, get, got, gap, gum

h ham, hen, hum, him, hog, hut, hug, hid, hat, hit, had, has

j jab, jet, job, jam, jug, jog

k kid, keg, kit

l lad, led, lid, log, lap, lip, let, lit, lot, leg

m mad, men, mop, mud, mug, map, met, mat, mom

n net, nod, nip, nap, nut, not

p pan, peg, pop, pig, pin, pat, pot, pen, pet, put

r red, rot, rug, rib, run, rob, rat, rip, rid, ran

s sap, six, sob, sip, set, sub, sun, sat, sad, sag

t tap, ten, top, tub, tip, tab, tug, tan, tag

v van, vet, vim

w tap, ten, top, tub, tip, tab, tug, tan, tag

y yet, yip, yes, yap

z zip, zap

Units 10-12, Ending Sounds

10 g, m, x

11 t, b, n

12 p, d, s

g beg, big, bug, dug, fog, hug, jog, log, mug, wig, dog, leg, bag, pig

m ham, hem, him, hum, jam, Sam, Pam

n can, fan, fin, hen, men, pan, pen, ran, run, sun, ten, van, win

x box, fox, six, wax, mix, fix

t bet, cat, dot, wet, get, got, jet, lot, met, not, pat, rot

b rib, sob, sub, tub, web, job, cab, rob, rub

p cup, dip, hop, lip, mop, rip, sip, tap, top, zip, lap, map

d bed, Ted, fed, hid, kid, led, lid, mad, mud, nod, red, sad, had, dad

s bus, yes, gas



3

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S i g h t W o r d S e a r c h

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.

Units1 the

2 to

3 phrases from units 1 & 2

4 here

5 down


7 phrases/sentences with words from units 1, 2, 4, 5

8 automaticity game

9 one

10 two



13 automaticity game

14 come

15 said




19 you

20 where




24 blue

25 yellow

26 phrases 24 & 25



. . .



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S o r t b , d , p

Purpose Sort b, d, p focuses on the differences between the reversible and easily confused letters b, d, and p. It requires visual discrimination of these reversible letters in progressively more complex combinations ranging from one to four letters. It is timed to develop automatic recognition.

Prerequisite No previous knowledge of sound/symbol correspondence required.

Task Description Two boxes appear on the screen. The student sorts letters b/p, d/p, or b/d or letter clusters that include the letters b, d, and p.

Units

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S h o r t V o w e l M a t c h

Purpose Short Vowel Match is designed to teach sound/symbol correspondence for the short vowels.

Prerequisite No previous knowledge of sound/symbol correspondence for short vowels required.

Task Description Each vowel is associated with an illustrated key word that begins with the vowel sound. The activity begins by introducing two vowels (a and i) and progresses systematically to exercises containing all five vowels. The student matches short-vowel sounds to key words and pictures.

Units

1 b, d, p

2 ib, id, ip

3 bi, di, pi

4 bit, dit, pit

5 big, dig, pig

6 gib, gid, gip

7 brag, drag, prag

8 bing, ding, ping

9 ribs, rids, rips

1 a, i

2 a, i, o

3 a, o, e

4 e, o, u

5 i, o, u, e

6 a, i, e, u

7 a, i, o, u, e

Key Words

a apple

e elephant

i igloo

o octopus

u umbrella



3


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 IIFocus To reinforce phonemic awareness and the ability to map sounds onto letters.

Units 20

Words 150

See page 3-7

Consonant BlastFocus 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 IIFocus To develop automatic recognition of primer high-frequency irregular words

Units 28

See page 3-9

Short Vowel BridgeFocus 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 MatchFocus 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

. . .



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S o u n d s t o L e t t e r s I I

Purpose Sounds to Letters II is designed to reinforce phonemic awareness skills and to develop the ability to map sound patterns onto letter patterns. Practice with CVC words is followed by activities containing CCVC and CVCC words.

Prerequisite Knowledge of sound/symbol correspondence for consonants and short vowels. Phonemic awareness of sounds in CVC words and the ability to apply this knowledge to CCVC and CVCC words.

Task Description Sounds to Letters II consists of two tasks:

1. Each paint color represents a sound and is a placeholder for a sound position. The student hears the word and drags a token down to the initial, middle, and final sound spot and clicks the check when they are done. The program repeats the sounds after the student drops the tokens to the correct sound position, and then repeats the whole word when the student clicks the check.

2. The student 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.

Units1-2 mixed CVC

3-10 CVC and CCVC

11-16 CCVC and CVCC

17-20 mixed random

CVC Wordsbug, bun, bus, cub, cup, gum, hut, mud, mug, nut, rug, run, sub, sun, tub, tug, cop, dog, dot, fog, hop, hot, job, jog, log, mom, mop, pop, pot, sob, top, hog, bib, big, fin, him, hit, kid, lid, lip, pig, pin, wig, win, bed, hen, leg, men, net, peg, red, ten, vet, web, wet, bag, bat, cab, can, cat, dad, fan, ham, hat, mad, man, map, mat, nap, pan, rag, rat, sad, tag, wag, van

CCVC Wordsclap, clam, club, crab, crib, clip, drum, drip, flag, frog, grin, glad, scab, stop, stem, step, spot, swim, trot, twin

CVCC Wordsband, sand, land, pond, bend, hand, wind, tent, mint, dent, cent, pink, sink, wink, dump, bump, ramp, pump, damp, jump, camp, lamp, rest, nest, dust, list, vest, mask, desk, belt, melt, colt, milk, gift, raft, bank, bunk, junk, cold, fold, gold, bald, golf



3

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C o n s o n a n t B l a s t

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.

Units1 sh, whship, shop, shot, shut, shelf, shellwhip, when, whiz, which, whack

2 th, chthat, this, thin, then, than, them, thank, think, thing, thickchat, chop, chin, check, chunk, chips

3 st, sn, skstep, stop, still, stand, stick, sting, stuck, stump, stungsnap, snag, snip, snack, sniffskip, skunk, skin, skill

4 sl, sp, smslam, slid, slip, sled, slapspun, spot, spit, spin, spell, spillsmell, smack, smash, small

5 gr, gl, trgrab, grin, grip, grassglob, glad, Glen, glasstrip, trap, trot, trunk, track, trick, trash

6 cl, dr, flclam, club, clap, clip, cloth, cliff, click, clockdrop, drip, drag, drum, dress, drinkflap, flag, flash, flock, flat, flip

7 br, pl, blbran, bring, brick, brushplan, plum, plot, plop, plug, plant, plusblock, blink, bless, black, blast, blank

8 sh, thdish, fish, wish, hush, rush, trash, crash, flashmoth, math, with, cloth, bath

9 ch, ck

much, rich, such, whichlick, rock, sack, sock, neck, stuck, back, kick, sick, black, pick, check, Jack, deck, Rick, lock, block, duck, luck

10 nt, lksent, hunt, dent, tent, went, rent, mint, bentmilk, silk, bulk, hulk, sulk

11 ng, ndring, lung, rang, sing, song, hung, king, long, wing, bring, thing, bang, sangpond, band, bend, sand, send, hand, land, end

12 nk, stbank, wink, sink, sank, tank, pink, drink, think, junk, sunk, skunk, trunkdust, list, lost, rest, rust, nest, best, fast, west, test

13 ft, mpgift, soft, lift, drift, shift, swift, raft, craft, draftdump, pump, damp, jump, stamp, camp, lamp, chimp, bump

14 m, n, r, v, hmin, mon, mun, mel, mex, mod, mulnas, neg, nev, nomrab, ras, rec, ref, rel, rep, resvel, val, vac, ven, vinhab, han, hap, het, hic, hin, hob, hos

15 t, s, l, b, ptum, tem, tes, tet, tim, tocsab, sac, sal, sec, sen, sep, seg, sil, sim, sud, suf, sug, sul, suslan, las, lat, lav, lec, lem, lep, lev, lex, lib, lim, lin, lof, lumbal, bam, bod, bas, bom, bev, bis, bon, bos, bot, bufpeb, pel, pes, pol, pon, pom, pos, pud, pul, pum

. . .



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S i g h t W o r d S e a r c h I I

Purpose Sight Word Search II is designed to develop automatic recognition of primer high-frequency irregular words in isolation, in phrases, and in sentences.

Prerequisite Ability to read pre-primer sight words.

Task Description Sight Word Search II 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 2 or more), to complete the phrase.

Units

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S h o r t V o w e l B r i d g e

Purpose Short Vowel Bridge is designed to increase automatic retrieval of the sound/symbol correspondences for short vowels and develop sound-segmenting skills for CVC words. Emphasis is on medial short-vowel discrimination in the context of a word.

Prerequisite Knowledge of sound/symbol correspondence for short vowels.

Task Description The student completes the spelling of dictated words by clicking the correct vowel. The exercises begin by contrasting two vowels (a and i), and systematically progress to exercises containing all five vowels. The first activity is untimed and then goes to the timed task. All subsequent activities start out as timed, and only go to the untimed task if the student is having problems.

1 all

2 there


4 what

5 they


7 phrases and sentences with words from units 1, 2, 4 & 5

8 automaticity game

9 are

10 do




14 was

15 who




19 three

20 four




24 black

25 brown






3

Units

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P i c t u r e - W o r d M a t c h

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, i (untimed, then timed)

2 a, o, i

3 a, i, u

4 a, i, o, u

5 o, e

6 u, o, e

7 a, o, u, e

8 i, e

9 u, i, o, e

10 a, i, o, u, e

a words bag, bat, dam, fan, fat, gas, ham, hat, jab, lad, lap, mad, nag, pan, sap, van, wag

i words bib, bid, big, bit, did, dip, fit, him, hit, kid, lid, nip, pig, rib, sip, tip, win, yip

o words box, cop, dog, fog, fox, got, hog, hot, job, log, mop, nod, pop, rot, sob, top

e words beg, bed, bet, den, fed, get, hem, jet, led, men, net, peg, red, set, ten, vet, web, yet

u words bud, bun, bus, cup, dug, fun, hum, hut, mud, nut, rug, run, tub

1 (a) bat, can, dad, map, van, pan, cat, hat

2 (a, i) cat, fan, man, bat, bib, pig, pin, lip

3 (a, i, o) cab, hat, fin, wig, log, mom, pig, dog

4 (a, o, e) mat, dad, dog, box, bed, web, pot, jet

5 (e, o, u) hen, jet, mop, pot, rug, bug, nut, mom

6 (i, o, u, e) lid, fox, tub, gum, vet, net, rug, bed

7 (a, i, e, u) gas, wig, leg, pen, cub, jug, fan, bib

8 (a, i, o, u, e) dad, lip, top, pup, sub, ten, mug, web

9 (adjective phrases) hot cup, hot dog, hot pot, mad cat, wet bus, wet hen, wet fox, tan bug, tan nut, red bus, red pin, red box, red hat

10 (adjective phrases) hot pan, hot pig, hot mug, hot sun, wet hat, wet dog, wet web, tan bat, tan fox, red top, red cup, red van, red bug

11 & 12 (in & on phrases) in a box, in a can, in a jug, 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 nut

a words bat, cab, can, cat, dad, hat, pan, gas, fan, map, man, mat, van

i words bib, lip, fin, lid, tin, pig, wig, pin

o words log, mom, mop, dog, box, fox, pot, pop, top

e words bed, leg, net, vet, web, jet, pen, ten, hen

u words bug, bun, cub, hut, mug, nut, rug, sub, tub, pup, cup, gum, jug

adjective words hot, mad, tan, red, wet

. . .




Level 3 activities reinforce automatic recognition of high-frequency sight words. The level also incorporates the word-attack strategies that are necessary for automatic recognition of short-vowel words with blends and digraphs, as well as long-vowel (silent-e) words. There is continued emphasis on sound-segmenting skills at the word level, and comprehension at the word, phrase, and sentence levels.

Sound ChangeFocus To reinforce sound segmentation and sound/symbol correspondence skills.

Units 10

Words 75

See page 3-12

Sight Word Search IIIFocus To develop automatic recognition of first-grade high-frequency irregular sight words.

Units 26

See page 3-12

Silent -e SwitchFocus To develop automaticity with short- and long-vowel words marked by silent-e through visual and auditory discrimination activities.

Units 21

Words 90

See page 3-13

Fast FindFocus To reinforce automaticity by matching words with pictures.

Units 10

Words 85

See page 3-14

Silent -e ScoreFocus To reinforce the concept of the silent-e marker for long-vowel sounds.

Units 14

See page 3-15



3

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S o u n d C h a n g e

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

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S i g h t W o r d S e a r c h I I I

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.

1 bat, hat, fat, mat, sat, cat, rat

2 lab, cab, nab, jab, tab, gab

3 dog, dot, lot, log, fog, jog

4 bug, bun, bus, bud, but

5 let, vet, get, net, pet, pen, hen, men, met

6 bib, bin, bid, bit, big

7 lid, lip, tip, sip, sit, pit, pig, fig, fin, fit, hit, him, hid

8 bit, big, bag, bug, but, bat, bad, bed, bet

9 ham, him, hid, hit, hat, hot, hut, hum

10 bat, fat, fit, pit, pet, pot, lot, let, lit, lip, lap, tap, tag, tug, hug, bug, bag

. . .



Units

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S i l e n t - e S w i t c h

Purpose Silent-e Switch is designed to develop automatic recognition of short-vowel words versus long-vowel (silent-e) words. The activity begins with simple CVC and CVCe words, and progresses to words with beginning and ending blends and digraphs.

Prerequisite Knowledge of sound/symbol correspondence for short and long vowels, and the function of the silent-e marker.

Task Description Silent-e Switch consists of three tasks:

1. In some units the student sorts short-vowel words and long-vowel (silent-e) words into two boxes.

2. The student hears the word and sorts short-vowel words and long-vowel (silent-e) words into two boxes. Then all of the words display on the screen. As each word is pronounced, the student clicks on the word that he or she hears.

3. The student hears a word and clicks on the correct picture.

UnitsEasy short- and long-vowel (silent-e) words (CVC, CVCe)

1 some

2 were

3 walk

4 review units 1–3

5 from

6 of

7 every


9 once

10 any

11 old


13 review units 1–11 (concentration-style word game)

14 just

15 have

16 again


18 want

19 could

20 know


22 give

23 live

24 round


26 review units 14–21 (concentration-style word game)

1 all vowels (Task 1) bag, map, hem, kid, mob, jug, fun, get, nip, pan, rob, tug, vet, yes, ape, here, bite, hope, sore, time, rude, made, eve, game, five, pole, cube, dune

2 long or short a (Task 3) at, cap, can, fad, fat, mad, mat, rat, scrap, glad, sam, man, van, plan

3 long or short a (Task 2) ape, cave, fade, late, make, pave, rake, lake, name, safe, wade, band, camp, cash, chat, fast, hang, lamp, mast, past, ramp, rash, sash, snap, stab, that

4 long or short a (Task 3) bit, dim, fin, hid, pin, rid, rip, shin, slim, spin, spit, strip, win, slid, tim, quit

5 long or short i (Task 2) chip, dish, fish, fist, limp, list, mist, rich, ship, spin, spit, whip, with

6 long or short a, i, o (Task 3) Words from Units 2 and 4, plus: cop, hop, mop, not, rob, slop, tot, glob, rod

7 long or short o (Task 2) chop, cost, drop, long, lost, moth, pond, shot, song, spot, stop, bone, cone, hope, joke, mole, note, poke, pole, rope, vote, woke, hole

8 long or short i, o, u (Task 3) cub, cut, dud, tub, us

9 long or short u (Task 2) cube, cute, dude, Duke, dune, June, mule, rule, tube, tune, use, bust, chum, dump, dust, lump, much, mush, pump, rust, spun, stun, sung

10 long or short e (Task 2) Pete,Steve,theme,these, bend, best, mend, nest, pest, rent, send, sent, shed, stem, step, test, went



3

Medium difficulty short- and long-vowel (silent-e) words (CCVC or CVCC, CCVCe)

Difficult short- and long-vowel (silent-e) words

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F a s t F i n d

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).

Units1 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

11 all vowels (Task 1)

12 long or short a, i, o (Task 3)



15 long or short i, o, u (Task 2)

16 long or short a, i, o, u, (Task 3)

17 long or short a, i, o, u (task 3)

18 long or short a, o, e (Task 3)

19 long or short a, o, e (Task 2)

word list for Units 11-19 and, lend, crib, frog, drum, plum, shed, rang, west, with, twig, spot, stub, hand, shake, theme, spine, choke, flute, grade, bribe, these, froze, prune, crime, whale, stole, plane



word list for Units 20-21 quack, dress, crisp, block, cluck, skunk, spring, plant, spent, which, frost, stump, prompt, drank, blaze, scrape, Steve, stripe, globe, flute, quite, stroke, brute, theme, blade, while, chose, plume

. . .



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S i l e n t - e S c o r e

Purpose Silent-e Score is designed to reinforce the concept of silent-e as a signal (marker) for the long-vowel sound.

Prerequisite Knowledge of sound/symbol correspondence for short and long vowels and the function of the silent-e marker.

Task Description The student clicks the correct vowel to complete the spelling of a dictated word, then clicks the ball. If the word is spelled correctly, the student scores a basket.

Exercises begin by contrasting two vowels (a and i) in simple CVC or CVCe words, and systematically progress to contrasting all five vowels in more complex words with consonant blends and digraphs.

UnitsEasy short-vowel words (CVC) and long-vowel (silent-e, CVCe) words:

More difficult short-vowel words (CCVCC) and long-vowel (silent-e, CCVCe) words:

1 (a, i)

2 (a, i, o)

3 (a, i, o, u)

4 (a, o, e)

5 (a, e, o, u)

6 (a, i, o, e)

7 (a, i, o, e, u)

a words late, lake, male, name, pave, rake, safe, wade, bag, bat, fan, gas, ham, jab, lad, lap, mad, man, nag, pan, sap, van, wag

i words bite, dime, dive, hike, life, nine, pile, rise, size, tire, wide, bid, big, bit, did, dip, fit, him, hit, jig, kid, lid, nip, pig, rib, sip, tip, win

o words bone, cone, joke, hole, mole, rope, note, poke, woke, pole, cop, dog, fog, got, hog, hot, job, log, nod, mop, pop, rot, sob, top

e words Pete, here, bet, den, fed, get, jet, led, men, net, peg, red, set, ten, vet, web, yet

u words cube, cute, dude, dune, mule, pure, rule, tube, tune, bud, bun, cup, dug, fun, hum, hut, mud, rug, run, tub

8 (a, i)

9 (a, i, o)

10 (a, i, o, u)

11 (a, o, e)

12 (a, e, o, u)

13 (a, i, o, e)

14 (a, i, o, e, u)

a words blade, blaze, brave, crate, grave, plane, scrape, shade, stake, whale, back, blank, chant, clang, cramp, draft, flash, grab, grasp, rang, sprang, splash, tramp, whack

i words bribe, chive, crime, drive, gripe, prize, quite, shine, strive, tribe, while, blimp, crisp, drift, filth, pinch, skill, slid, spring, strict, string, think, trick, trip

o words broke, choke, close, drove, froze, globe, quote, shone, stole, stroke, those, block, blond, chop, clock, drop, flock, frost, long, lost, moth, pond, strong

e words Steve, these, theme, blend, check, crept, dent, flesh, length, left, rest, shed, shelf, speck, spent, step, tempt

u words brute, crude, plume, prune, blunt, brush, chunk, crust, dump, flung, munch, scrub, spun, struck, stuck, stump, trunk



3


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 HuntFocus To apply word-attack strategies in context by reading sentences and paragraphs.

Units 20

See page 3-17

Sight Word Search IVFocus To develop automatic recognition of second-grade high-frequency irregular words.

Units 26

See page 3-17

Word StairsFocus 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 ShipFocus To reinforce sound/symbol correspondence and develop automaticity with vowel-combination words.

Units 28

Words 190

See page 3-19

Group It IFocus To emphasize meaning and develop conceptual reasoning skills by associating related words.

Units 13

See page 3-20

. . .



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W o r d H u n t

Purpose Word Hunt is designed to improve reading comprehension by reinforcing the application of word-attack strategies to reading in context.

Prerequisite An understanding of the silent-e marker and knowledge of sound/symbol correspondence for consonants, consonant blends and digraphs, and short and long vowels.

Task Description The student clicks the correct word to fill in a blank in a series of sentences. Words containing the concepts presented in Levels 1–3 (CVC, CCVCC, CVCe and CCVCe) are presented systematically, first in related sentences and then in paragraphs.

Unit 1 sentences containing short-vowel words (CVC)

Unit 2 sentences containing short-vowel words with beginning or ending blends or digraphs (CCVC, CVCC)

Units 3 & 4 sentences containing short-vowel words with beginning and ending blends or digraphs (CCVCC)

Unit 5 sentences containing long-vowel (silent-e) words (CVCe)

Units 6 & 7 sentences containing long-vowel (silent-e) words with blends and digraphs (CCVCe)

Units 8–10 sentences containing a mixture of short-vowel words and long-vowel (silent-e) words (CCVC, CVCC, CCVCC, CVCe, CCVCe)

Units 11–20 paragraphs containing a mixture of short-vowel words and long-vowel (silent-e) words (CCVC, CVCC, CCVCC, CVCe, CCVCe)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S i g h t W o r d S e a r c h I V

Purpose Sight Word Search IV is designed to develop automatic recognition of second grade high-frequency irregular words in isolation, in phrases, and in sentences.

Prerequisite Ability to read pre-primer, primer, and first-grade sight words.

Task Description Sight Word Search IV consists of two tasks and review exercises:

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

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

Review:



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



3

Units

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W o r d S t a i r s

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 does

2 many

3 very


5 goes

6 says

7 been


9 why

10 would

11 your



14 because

15 friend

16 buy


18 orange

19 first

20 always


22 before

23 which

24 green



1 or, ur words

2 or, ur sentences

3 ar, ir words

4 ar, ir sentences

5 ar, or, ur words

6 ar, or, ur sentences

7 ar, or, er words

8 ar, or, er sentences

9 ar, or, ir words with blends

10 ar, or, ir sentences with blends

11 ar, or, ur words with blends

12 ar, or, ur words with blends

13 sentences with two incomplete vowel-r words

. . .



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P i r a t e S h i p

Purpose Pirate Ship is designed to reinforce sound/symbol correspondence for selected vowel combinations and reinforce automatic recognition of words that contain those combinations. Sentences are included for comprehension.

Prerequisite Knowledge of sound/symbol correspondence for consonants, consonant blends and digraphs, and vowel combinations.

Task Description Pirate Ship consists of one or two tasks, depending on the unit:

1. The program dictates a word and the student completes the spelling of the word by clicking the correct vowel combination.

2. A list of words displays and the student clicks on words dictated by the program. Students must go as quickly as possible, before the shark moves across the screen to eat the coins.

Or:

1. Students complete sentences by clicking the correct vowel digraph combination to spell the incomplete word.

Units1 ee, ai

2 ee & ai words are used in sentences

3 ee, ai, oa

4 ee, ai & oa words are used in sentences

5 ai, oa, oo as in food

6 ai, oa & oo words are used in sentences

7 oa, oo, oi

8 oa, oo & oi words are used in sentences

9 oo, oi, ay

10 oo, oi & ay words are used in sentences

11 ay, oi, ow as in snow

12 ay, oi & ow words are used in sentences

13 ow, ay, ea as in eat

14 ow, ay & ea words are used in sentences

15 ea, ow, oy

16 ea, ow & oy words are used in sentences

17 oy, ea, ou as in out

18 oy, ea & ou words are used in sentences

19 ou, oy, aw

20 ou, oy & aw words are used in sentences

21 ou, aw, oi, ee

22 ou, aw, oi & ee words are used in sentences

23 oy, aw, ai, ow

24 oy, aw, ai & ow words are used in sentences

25 oi, ee, ay, oa, oo, ow

26 oi, ee, ay, oa, oo & ow words are used in sentences

27 oy, ea, ay, aw, ou

28 oy, ea, ay, aw & ou words are used in sentences



3

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G r o u p I t 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.

Units1Inside: mop, desk, lamp, sinkOutside: shed, path, nest, sun, tent, pond

2Eating: ham, pan, milk, cup, fish, dishSleeping: crib, nap, bed, rest

3Activities: swim, run, ride, hike, campAmounts: inch, mile, dime, five, nine

4Colors: pink, black, red, white, brownClothes: robe, pants, vest, cap, sock

5Body parts: nose, face, hip, bone, handSounds: bang, crash, honk, quack, snore

6To do: brush, skate, drink, driveDescribers: rich, fast, safe, wide, lost, thin

7Animals: ape, whale, snake, mule, duck, fishTo do: ate, dive, send, dump

8To do: cheer, peek, sleep, sneeze, meet, feedBody parts: heel, feet, teeth, cheek

9Body parts: hair, leg, brain, braidsTo do: cheer, peek, sleep, sneeze, meet, feed

10Food: cheese, beef, seed, grapeAnimals: snail, deer, sheep, bee, pig, chick

11Objects: boat, soap, coat, toast, goalActions: row, mow, throw, moan, blow

12Kitchen: broom, stool, scoop, food, spoonPlaces: school, zoo, moon, pool, roof

13Food: peach, meat, wheat, bean, peaTo do: leap, dream, clean, reach, speak

. . .




Level 5 activities reinforce the word-attack strategies taught in Levels 1–4, which are necessary for automatic recognition of short-vowel words with blends and digraphs and long-vowel (silent-e) words. The exercises reinforce word-attack strategies for automatic recognition of one- and two-syllable words containing vowel combinations and vowel-r, as well as common suffixes. There is continued emphasis on sound-segmenting skills at the word level, and 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 also included to emphasize higher-order thinking skills.

Super ChangeFocus To reinforce recognition of short-vowel words and long-vowel (silent-e) words, and develop sound-segmenting skills for initial, medial, and final positions.

Units 15

Words 105

See page 3-22

Add It 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) in isolation and in sentences.

Units 10

See page 3-23

Sight Word Search VFocus To develop automatic recognition of third-grade high-frequency irregular words.

Units 26

See page 3-24

ElevatorFocus To practice constructing and reading two-syllable words in isolation, in sentences, and in stories.

Units 15 (repeated as necessary with automatic branching)

Words 90

See page 3-25

Group It IIFocus To emphasize meaning and develop conceptual reasoning skills by associating related words.

Units 13

See page 3-26



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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.

Units1 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

. . .



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A d d I t

Purpose Add It is designed to reinforce the reading and spelling of common suffixes. It requires visual scanning for suffixes, recognizing isolated words containing suffixes, and spelling the suffixes at the end of base words. Sentences are included for comprehension.

Prerequisite Knowledge of sound/symbol correspondence for consonants, consonant blends, digraphs, short and long vowels (silent-e), vowel combinations, and familiarity with suffixes.

Task Description Add It consists of three tasks:

1. The student sorts words into boxes based on their suffixes.

2. The student clicks dictated words from a list. The word displays without the suffix and the student types it in.

3. The student completes sentences by selecting the missing suffixes and placing them in the correct words.

For example: s es ing When his class__ end, Ron plans to take a long camp__ trip.

Units

Word Lists

1 s, es, ing (plus sentences)

2 ed, es, ing (plus sentences)

3 ed, ness, less (plus sentences)

4 ness, less, ful (plus sentences)

5 ful, est, er (plus sentences)

6 est, er, y (plus sentences)

7 y, ment, ish (plus sentences)

8 ment, ish, ly (plus sentences)

9 y, ly, en (plus sentences)

10 en, ed, es (plus sentences)

s: bats, belts, cabs, hugs, hums, kids, mops, pets, ponds, jumps, drips, burns, charms, checks, chirps, cracks, docks, forks, honks, prints, risks, shells, shocks, snaps, specks, stops, whips, whirls, wings

es: boxes, brushes, bunches, buzzes, classes, crashes, dresses, fixes, flashes, foxes, glasses, grasses, lunches, masses, mixes, losses, passes, messes, smashes, taxes, tosses, wishes

ing: adding, bending, blocking, branching, bumping, camping, crunching, crushing, dusting, fixing, frosting, milking, munching, picking, renting, rushing, shocking, smashing, smelling, standing, stomping, thinking, trusting, twirling, wishing

ed: rented, added, clouded, dented, drifted, dusted, ended, floated, frosted, handed, hinted, hunted, landed, lasted, listed, rented, sanded, sifted, stunted, tested, trusted

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



3

Add It Word Lists, continued

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S i g h t W o r d S e a r c h 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:



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

Units

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

1 done

2 laugh

3 light


5 hurt

6 carry

7 full


9 own

10 try

11 shall



14 grow

15 seven

16 only


18 today

19 purple

20 eight


22 warm

23 about

24 their



. . .



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E l e v a t o r

Purpose Elevator is designed to provide practice in constructing and reading two-syllable words in isolation, in sentences, and in stories (including words with short vowels, long vowel silent-e, vowel-r and vowel combinations).

Prerequisite Knowledge of sound/symbol correspondence for consonants, consonant blends and digraphs, short and long vowels (silent-e), and vowel combinations.

Task Description Elevator consists of two tasks and a review activity.

1. The student forms two-syllable words by combining one syllable (presented on an elevator) with another syllable, from a list of possibilities on the floors of a building. When the student clicks a syllable, the elevator moves to that floor. If the selection is cor-rect, the syllables form a word and the word is listed on the screen.

2. The student completes a sentence by clicking the missing word.

Review:

Every third unit provides a story with missing words. The student completes the sentences by clicking on the missing words.

Units1–3 compound words (e.g., sandbox)

4–6 CVC/CVC words (e.g., napkin)

7–9 CVC/CVCe words (e.g., tadpole)

10–12 Vr words (e.g., barber)

13–15 VV words (e.g., explain)



3

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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.

Units1 Places: barn, farm, park, porch, fortTo hear: harp, bark, story, horn, speech

2 Nature: storm, dirt, thorn, star, corn, marshHouse: fork, porch, yard, car

3 Animal: stork, mouse, sea, shark, chimpOutside: farm, barn, porch, beach, roof

4 Places to sit: porch, couch, bench, throne, chairSounds: chirp, boom, bark, growl, squeak

5 Food: corn, beans, peach, soup, toastAnimals: bird, sheep, horse, moose, toad

6 Things to wear: scarf, shirt, skirt, shortsFire: spark, burn, torchIn the sky: sun, moon, cloud, stars, jet

7 In the band: horn, march, drums, toot, songsAt the castle: king, queen, crown, throneOutside: yard, park, dirt

8 Sports: ballpark, baseball, football, softballAt the beach: tugboat, lifeboat, starfish, lighthouse, seaweedWeather: snowstorm, sunshine, raindrop

9 Travel: railroad, airplane, steamshipOutside: playground, haystack, rainbow, backyard, moonlightFood: pancake, oatmeal, peanut, popcorn

10 Outside: sidewalk, snowballPeople: playmate, himself, herself, outlawSchool: notebook, classroom, blackboard, whiteboard, backpack, lunchbox

11 Animals: rabbit, kitten, raccoonPicnic: napkin, basket, blanket, muffin, sandwichInside: attic, pillow, bathtub, hammer

12 Clothes: button, zipper, cotton, mittenOutside: summer, garden, sunshine, tennisFood: salad, apple, chowder, frosting

13 Animals: tadpole, foxes, chickensJobs: dentist, nursing, doctor, farmer, teacherWeather: cloudless, stormy, snowing, coolest


. . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .STRATEGIES FOR OLDER STUDENTS 4L E V E L 1 A C T I V I T I E S

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

ST R A T E G I E S F O R O L D E R ST U D E N T SLevel 1 Activities


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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

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

1 a, i

2 a, i, o

3 a, o, e

4 e, o, u

5 i, o, u, e

6 a, i, e, u

7 a, i, o, u, e

Key Words

a apple

e elephant

i igloo

o octopus

u umbrella

. . .

. .ST R A T E G I E S F O R O L D E R ST U D E N T SLevel 1 Activities


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C o n s o n a n t S o u n d s

Purpose Consonant Sounds is designed to reinforce sound/symbol correspondence for consonants, consonant digraphs, and consonant blends. It helps to increase awareness of initial and final sound segments within words and detached syllables (word parts). The student discriminates the initial or final consonant sounds in CVC, CCVC, and CVCC words or detached syllables and associates them with the corresponding letters.

Prerequisite Familiarity with sound/symbol correspondence for consonants and consonant digraphs.

Task Description Consonant Sounds consists of two tasks:

1. The student chooses the correct initial or final consonant, con-sonant digraph, or consonant blend to complete the spelling of dictated words or detached syllables. There are 10 possible responses in each session (untimed).

2. The student chooses dictated words or detached syllables as quickly as possible (timed).

UnitsReal Words1 h j k f v (beginning sounds - CVC)

2 g r y c w (beginning sounds - CVC)

3 t z l s (beginning sounds - CVC)

4 b d p m n (beginning sounds - CVC)

5 n m x g (ending sounds - CVC)

6 b p t d (ending sounds - CVC)

7 tsh wh th ch (beginning sounds - CCVCC)

8 st sl sp sn sm (beginning sounds - CCVCC)

9 gr gl cl dr tr (beginning sounds - CCVCC)

10 fl pr br pl bl (beginning sounds - CCVCC)

11 sh th ch ck (ending sounds - CCVCC)

12 ng nt nk lk nd (ending sounds - CCVCC)

13 st lt pt ft mp (ending sounds - CCVCC)Detached Syllables (word parts)

14 m n r v h (beginning sounds - CVC)

15 t s l b p (beginning sounds - CVC)

16 m n b t d (ending sounds - CVC)

17 cr cl sl sh ch ((beginning sounds - CCVCC)

18 bl pl dr tr br (beginning sounds - CCVCC)

19 ng nt st ct sh (ending sounds - CCVCC)

Word Lists

1 h: ham, hat, hen, hid, him, hit, hog, hug, hum, hutj: jab, jam, jet, job, jog, jugk: keg, kid, kin, kiss, kitf: fan, fat, fed, fib, fig, fin, fog, fox, funv: Val, van, vet, Vic, vim

2 g: gas, get, gem, got, gapr: rug, red, rot, rib, run, rob, rat, rip, ridy: yet, yes, yap, yamc: cob, cop, cup, cub, cap, cut, can, catw: wag, web, win, wed, wax, wet, wig

3 t: tap, ten, top, tub, tip, tab, tug, tan, tagz: zip, zap, zig, zagl: lad, led, lid, log, lap, lip, let, lit, lot, legs: sap, set, sob, sip, six, sub, sun, sat, sad, sag

4 b: bad, bet, bus, box, bud, bun, big, bit, bug, begp: pan, peg, pop, pig, pin, pat, pot, pend: dam, den, did, dug, dip, dad, dot, dim, dog, digm: mad, men, mop, mud, mug, map, mom, met, matn: nut, net, nod, nip, nap, not



4

Consonant Sounds Word Lists, continued5 g: beg, big, bug, dug, fig, fog, hug, jog, jug, keg, log, mug, peg, sag, wigm: dam, dim, ham, hem, him, hum, jamn: can, den, fan, fin, hen, men, pan, pen, ran, run, sun, ten, van, winx: box, fox, six, wax, tax, mix, fix

6 t: bet, but, cat, dot, wet, get, got, hut, jet, lot, met, not, pat, rotb: nab, cob, cub, fib, gab, jab, rib, sob, sub, tab, tub, web, jjob, labp: cap, cup, dip, gap, hop, lip, mop, rip, sap, sip, tap, tip, top, zipd: bid, bud, fad, fed, hid, kid, led, lid, mad, mud, nod, red, rod, sad, wed

7 sh: shed, shin, ship, shop, shot, shut, shelfwh: whip, when, whiz, which, whack, whiffch: chat, chip, chop, chum, chap, chinth: that, this, thin, then, than, them, thank, think, thing

8 sl: slam, slid, slim, slip, sledsn: snap, snag, snug, snob, snipst: stem, step, stop, stun, stiff, stillsp: spun, spot, spit, spin, spell, spill

9 gl: glob, glad, glen, glum, glassgr: grab, gram, grim, grin, gripcl: clam, club, clap, clip, cloddr: drop, drug, drip, drag, drumtr: trip, trap, trim, trot, trunk, track, trick

10 fl: flap, flag, flesh, flash, flockpr: prop, prom, prank, print, prompt, pressbr: bran, brag, brim, brass, bring, brick, brushbl: blot, bled, block, blink, blush, bluff, blesspl: plan, plum, plot, plug, plop, plod

11 sh: sash, cash, dish, fish, rash, dash, mash, wish, hush, rush, trashth: moth, path, bath, math, withck: lick, rock, sack, rack, sock, neck, stock, speck, stuckch: much, rich, such, which

12 ng: ring, rung, lung, rang, sing, song, hung, kingnt: sent, hunt, dent, tent, tint, went, rent, runt, mint, lintnk: bank, wink, sink, link, sank, tanklk: milk, silk, bulk, hulk, sulkst: dust, fast, list, lost, mast, past, pest, rest, rust, nest

13 nd: pond, band, mend, bend, sand, send, tend, hand, landlt: felt, belt, melt, wilt, tiltpt: kept, wept, swept, crept, sleptft: sift, gift, soft, raft, liftmp: dump, limp, ramp, pump, damp, jump, stump, cramp, stamp

14 m: min, mon, mel, mex, mod, mul, munn: nas, neg, nev, nomr: rab, ras, rec, ref, rel, rep, resv: vel, val, vac, ven, vinh: hab, han, hap, het, hic, hin, hob, hos

15 l: lan, las, lat, lav, lec, lem, lep, lev, lex, lib, lim, lin, lof, lumb: bal, bam, bas, bev, bis, bod, bom, bon, bos, bot, bufp: peb, pel, pes, pol, pon, pom, pos, pud, pul, pums: sab, sac, sal, sec, sen, sep, seg, sil, sim, sud, suf, sug, sul, sust: tem, tes, tet, tim, toc, ton, tum

16 n: bon, fen, lan, hin, mon, tun, venm: sim, fam, dem, lum, zom, tumb: lib, fab, rab, peb, sib, reb, wobt: lat, lit, det, mot, fet, vitd: mod, fid, med, hud, pud, rad, wid

17 cr: crit, croc, cris, crim, cred, crancl: clum, clut, clas, clat, clav, clev, clussl: slen, sliv, slan, slovsh: shim, shab, shep, shat, shivch: chut, chis, choc, chim, cham, chan

18 br: brin, brit, bril, brack, broc, brusdr: driv, drib, dras, draf, drac, driztr: trad, traf, trac, tran, trav, trig, trum, trib, trombl: blan, blad, blas, blem, blis, blun, blus, blizpl: plen, plas, plex, plun

19 sh: tish, plish, ish, mish, bish, lishng: ting, ling, bing, ming, ningnt: ment, vant, cant, lent, sant, tantst: est, sist, dest, nastct: ject, pect, spect, nect, lect, rect, struct, dict, fect

. . .



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . b , d , p

Purpose b, d, p focuses attention on the differences between the reversible and easily confused letters b, d, and p. Students must use visual and auditory discrimination in words ranging from one to four letters. The program is designed to reinforce sound/symbol correspondence for b, d, and p as well as to increase awareness of initial and final sound segments. Students must discriminate the initial or final consonant sound in a CVC, CCVC, or CVCC word and associate it with corresponding letters. Some activities are timed to improve students’ automatic recognition.

Prerequisite Some awareness of sound/symbol correspondence for b, d, and p.

Task Description b, d, p consists of three tasks:

1. Three boxes display on-screen. The student sorts letters b, d, and p or words that include these letters. There are 10–12 total possible responses in each session. Timed.

2. Students hear words containing b, d, or p (initial or final position) and identify the letter that they hear by clicking the box where the word belongs. Untimed.

3. Students select missing letters (b, d, or p) to complete the dictated words. Untimed.

Units1 Visual Sort single letters (b, p, d)

2 Visual Sort CVC beginning letter

3 Auditory Sort CVC beginning sound

4 Construct CVC beginning letter

Units 2, 3, 4 Word Listsb: bag, beg, bet, big, bin, bit, bug, bund: dam, den, dig, dim, dog, dot, dugp: pan, peg, pig, pin, pat, pot, pen, pit

5 Visual Sort CVC ending letter

6 Auditory Sort CVC ending sound

7 Construct CVC ending letter

Units 5, 6, 7 Word Listsb: web, rib, job, sob, tub, fib, rob, cabd: mad, fed, led, kid, lid, nod, mud, rid, wedp: tip, mop, cup, gap, lip, map, rip, sap

8 Visual Sort CVCC beginning letter

9 Auditory Sort CVCC beginning sound

10 Construct CVCC beginning letter

Units 8, 9, 10 Word Listsb: belt, bulk, bent, bass, bank, bunk, bust, bathd: dust, dent, dull, disk, desk, dishp: pant, pelt, pang, past, punt, pact, pest, path

11 Visual Sort CCVC ending letter

12 Auditory Sort CCVC ending letter

13 Construct CCVC ending letter

Units 11, 12, 13 Word Listsb: club, grab, slab, crab, crib, scab, snobd: glad, fled, sled, slid, skid, shedp: crop, step, slap, grip, trip, snap, slip, chip, shop

14 Visual Sort CCVC beginning blends

15 Auditory Sort CCVC beginning blends

16 Construct CCVC beginning blends

Units 14, 15, 16 Word Listsb: brat, blot, brag, brim, bran, bless, brassd: drag, drug, drum, dress, drillp: plot, plum, plug, prim, plan, press



4

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . M i d d l e V o w e l s

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.

UnitsReal Words1 a i (CVC)

2 a i o (CVC)

3 i e u (CVC)

4 a e u o (CVC/CCVC/CVCC)

5 a i o u e (CVC/CCVC/CVCC)

Units 1-5 Word Listsa: bag, dam, fan, fat, gas, ham, jab, lad, lap, mad, nag, pan, sap, van, wage: bed, bet, den, fed, get, hem, jet, led, men, net, peg, red, set, web, yeti: bib, bid, big, bit, did, dip, him, hit, kid, lid, nip, pig, rib, sip, tip, wino: box, cob, dog, fog, fox, got, hog, hot, job, log, mop, nod, pop, rot, sob, topu: bud, bun, bus, cup, dug, fun, hum, hut, mud, rug, run, tub

Units 4 & 5 Word Listsa: band, camp, cash, chat, fast, hang, lamp, mast, past, path, ramp, rash, sash, snag, snap, thate: bend, mend, nest, pest, rent, send, sent, shed, stem, step, wenti: chip, dish, fish, fist, list, limp, mist, rich, ship, spin, spit, whip, witho: cost, drop, long, lost, pond, shot, song, spot, stopu: bust, chum, dump, dust, lump, mush, plum, pump, rust, spun, stun, sung

Detached Syllables

6 a i (CVC)

7 a i o (CVC)

8 a o u (CVC)

9 o u e (CVC)

10 a i e (CVC/CCVC/CVCC)

11 i o u e (CVC/CCVC/CVCC)

12 a i o u e (CVC/CCVC/CVCC)

Units 6-9 Word Listsa: nas, rab, val, vac, hab, han, hap, lan, lat, lav, bal, sab, sal, tac, fam, fab, radi: min, nim, vin, hin, hic, lib, lim, lin, bis, sil, sim, tim, hin, sib, lit, vit, wid, fido: mon, mod, mol, nom, non, vol, hob, hos, bon, bot, pon, pom, pos, ton, zom, wob, motu: mul, mun, buf, pud, pul, pum, sud, suf, sug, sul, sus, tum, tut, lum, hude: med, mex, neg, nev, rec, vel, ven, lec, lem, lev, bev, peb, pel, sec, sep, seg, tes, fen, dem, mem

Units 10-12 Word Listsa: cran, clas, clat, clav, slan, shab, cham, chan, dras, drac, trad, traf, trav, blan, blad, blas, plas, cant, tant, nasti: crit, crim, shim, shiv, chim, brit, bril, driv, drib, driz, trig, blis, bliz, mish, lish, ting, ling, ning, sisto: croc, clos, choc, broc, bron, trom, grov, pros, prob, glomu: clum, clut, clus, chut, brus, trum, blun, blus, plun, duct, grum, flut, flus, fluc, stute: cred, clev, slen, shep, trem, blem, plen, lent, ment, dest, ject, pect, nect, rect, fect, preg, pres, prem, sten, spec, spen

. . .



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S h o r t V o w e l W o r d s

Purpose Short Vowel Words is designed to reinforce automatic recognition of short-vowel CVC, CVCC, and CCVC words. The use of pictures emphasizes meaning.

Prerequisite Familiarity with sound/symbol correspondence for consonants, consonant blends and digraphs, and short vowels.

Task Description The student matches words with pictures, first untimed and then as a timed activity.

Units1 CVC with a, i, and o plus phrasesbat, cat, dad, fan, ham, hat, lad, map, pan, van, bib, lips, pig, pin, six, wig, box, dog, dot, fox, log, mom, mop, pot, top

2 CVC with u and e plus phrasesbud, bug, bun, cup, hut, mud, mug, nut, rug, sub, sun, tub, bed, hen, leg, net, vet, web

3 Mix units 1 and 2 plus phrasesWords from units 1 and 2

4 CVCC plus phrasesbank, bath, hand, lamp, sack, king, milk, pond, sink, cash, gift, pump, belt, bell, desk, neck, nest, vest, tent

5 CCVC plus phrasesclam, crab, flag, trap, crib, ship, slip, skin, whip, stop, frog, shop, club, drum, sled

6 Mix 4 and 5 plus phrasesWords from units 4 and 5

7 CCVCC plus phrasescrack, plant, splash, stamp, strap, blimp, drink, stick, block, clock, cloth, frost, brush, crust, stump, bench, check, chest, shelf, flock (plus phrases)

8 Mix 4, 5, and 7 plus phrasesWords from units 4, 5, and 7 (plus phrases)

9 Mix 1, 2, 4, 5, & 7 plus sentencesWords from units 1, 2, 4, 5, 7 (plus sentences)



4


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

. . .



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L e t t e r S w i t c h

Purpose Letter Switch is designed to increase sound-segmenting skills for short-vowel and long-vowel (silent e) words. These word-attack strategies are reinforced by using the words in sentences.

Prerequisite Requires knowledge of sound/symbol correspondence for consonants, consonant blends and digraphs, short vowels, and long vowels (silent e).

Task Description Letter Switch consists of three tasks:

1. The student replaces a letter or a letter cluster in a word or detached syllable to spell a new word as dictated, e.g., “Change ‘bug’ to ‘bag.’” Untimed.

2. The program dictates a word or detached syllable and the student selects that word from a list of words.

3. Every third unit contains sentences. The student chooses the appropriate word to complete each sentence.

UnitsReal Words1 _ i _ lid, lip, tip, rip, sip, six, sit, pit, pig, wig, fig, fin, fit, hit, him, his, hid

2 _ _ _ fan, fat, fit, bit, pit, pet, pot, got, hot, cot, cut, hut, hug, tug, bug, bag, ban, can, van

3 Sentences with words from units 1 & 2

4 _ _ _ _ sad, sand, band, bank, back, sack, sick, sip, sap, trap, slap, slam, slim, slid, sled, bed, bad

5 _ _ _ n g king, bring, sing, sang, rang, rung, lung, sung, stung, sting, thing, ring, wing, fling


7 _ _ _ _ _ blend, spend, tend, tent, spent, sent, send, sand, sank, blank, crank, bank, band, bend

8 _ _ _ _ _ hint, hunt, hung, stung, stunt, runt, rung, rust, crust, crest, rest, vest, nest, test, best, bent, tent, tint


10 _ _ _ _ k crack, track, truck, trick, stick, stack, stock, flock, flick, thick, think, drink, drank, sank, sack

11 _ _ _ _ _ rank, ramp, damp, dump, pump, stump, stamp, camp, cash, mash, math, bath, bank, sank, sink, wink, blink, blank


13 _ _ _ e pile, file, mile, mule, mole, more, sore, core, care, cure, pure, pore, pole

14 _ _ _ _ _ slap, slip, ship, shop, slop, slope, rope, ripe, gripe, grime, grim, gram, slam


16 _ _ _ _ _ _ grip, gripe, grape, scrape, scrap, strap, strip, stripe, wipe, wine, spine, spin, grin

17 _ _ _ _ _ _ like, lick, lack, lake, cake, rake, rack, rock, stock, stack, stake, bake, bike

18 Sentences with words from units 16 & 17Detached Syllables (word parts)

19 _ _ _ lin, min, hin, vin, vit, lit, lat, las, bas, bam, bom, nom, nim, lim

20 _ _ _ _ _ crit, crim, flim, lim, lish, plish, bish, bing, bis, chis, chim, cham, chan, cran, ran, tren, slen, slin, crin

21 _ _ _ _ _ cate, nate, grate, grat, grav, grav, grod, plod, plode, plote, plete, pete, pute, pate

22 _ _ _ _ _ nite, spite, spize, spire, tire, tore, store, plore, plote, mote, mot, vot, vote, noke, nike



4

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S h o r t a n d L o n g V o w e l s

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

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

No Blends

1 a, i Auditory Sort

2 a, i Choose Word

3 a, i Construct Word

4 i, o Auditory Sort

5 i, o Choose Word

6 i, o Construct Word

7 o, u Auditory Sort

8 o, u Choose Word

9 o, u Construct Word

10 o, u Auditory Sort

11 o, u Choose Word

12 o, u Construct Word

Blends

13 a, i Auditory Sort

14 a, i Choose Word

15 a, i Construct Word

16 i, o, u Auditory Sort

17 i, o, u Choose Word

18 i, o, u Construct Word

19 e, i Auditory Sort

20 e, i Choose Word

21 e, i Construct Word

22 a, e, o, u Auditory Sort

23 a, e, o, u Choose Word

24 a, e, o, u Construct Word

25 a, e, i, o, u Auditory Sort

26 a, e, i, o, u Choose Word

27 a, e, i, o, u Construct Word

. . .



Short and Long Vowels Word Lists (With Blends)a glad, plan, scrap, stack, snack, shack, chat, snap, stab, that, grab, clam, gram, slam, slap, trap

glade, plane, scrape, stake, snake, shake, whale, blaze, blade, brave, crate, grave, spade, trade, shade

i slid, shin, spit, quit, twin, spin, strip, snip, grip, slim, grin, slip, twig, chip, whip

slide, shine, spite, quite, twine, spine, stripe, snipe, gripe, slime, crime, drive, bribe, while, shrine, whine

o glob, slop, smock, drop, flop, spot, prom, shot, plot, trot, chop

slope, globe, smoke, broke, choke, close, drove, froze, shone, stole, stroke, those, shore

u plum, stub, chum, drum, spun, stun, slum, glum, drug, shut, chug

plume, flute, prune, brute, crude

e them, stem, shed, step

theme, Steve, these

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S i g h t W o r d s

Purpose Sight Words is designed to develop automaticity for sight words at the first- and second-grade level.

Task Description Sight Words consists of three tasks:

1. A random sample of previously presented words displays. The student clicks each word as dictated.

2. The student finds each word in a grid of letters on-screen. The student must select each letter of the word going from left to right.

3. The student copies the dictated word on-screen, and then types in the missing letters. Finally, students type the dictated words without a visual model.

Word ListsUnit 1 to, do, of

Unit 2 you, are, was

Unit 3 who, any, all

Unit 4 said, once, does

Unit 5 give, live, from

Unit 6 come, some, done

Unit 7 have, gone, many

Unit 8 were, want, what

Unit 9 says, half, sure

Unit 10 they, busy, very

Unit 11 been, none, only

Unit 12 above, where, again

Unit 13 could, should, would

Unit 14 rough, tough, enough

Unit 15 almost, always, against

Unit 16 touch, thought, brought

Unit 17 watch, whose, ninth

Unit 18 other, mother, brother

Unit 19 friend, people, pretty

Unit 20 danger, build, sugar



4

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 S y l l a b l e W o r d s 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.

UnitsEasier 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


4 insect, unless, attack, collect, command, traffic, consist, discuss, children

5 magnet, fabric, mended, commit, hidden, himself, object, expect, basket


7 escape, ignore, mistake, admire, oppose, pancake, reptile, sunshine, complete

8 rubbish, splendid, signal, invent, witness, entire, costume, confuse, combine


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


13 corrupt, plastic, problem, dismiss, shipment, connect, tadpole, explore, landslide

14 snapshot, compact, frantic, consult, athlete, explode, incline, translate, landscape


. . .



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S e n t e n c e s a n d P a r a g r a p h s

Purpose Sentences and Paragraphs is designed to improve reading comprehension by applying word-attack strategies and by reading in context. Words containing the concepts included in Strategies for Older Students Levels 1 and 2 (CVC, CCVCC, CVCe, CCVCe) are presented in related sentences or paragraphs.

Task Description The student selects the correct word to complete the sentences. Sight words are in a box at the top of the screen and are pronounced when selected. Each unit contains a picture to illustrate the theme of the sentences/paragraph.

UnitsUnits 1-5: Three sentences per unit have one missing word. Multiple-choice words (target words in bold):

1 hat, fat, hut/ bit, bat, sit/ got, get, gap

2 lost, fast, long/ bring, brick, sting/ back, bath, bank

3 sand, send, sack/ shell, shall, shed/ shut, shot, ship

4 track, trick, trap/ bench, bend, bunch/ glass, glad, grass

5 note, not, nose/ lake, like, lack/ ride, ripe, rid

Units 6-10: Sentences with two missing words. Three sentences per unit. Multiple-choice words (target words in bold):

6 Jack, camp, cramp/ chips, lunch, chaps/ stuck, flame, fame

7 wire, snake, snack/ came, care, cape/ hung, vine, hunt

8 Jane, stung, sung/ bite, brave, bit/ chunk, hive, live

9 wish, trash, trap/ cans, scrub, cane/ cash, care, crash

10 shore, waves, wives/ dives, bone, dines/ think, whale, while

Units 11-20: Each unit has a paragraph with five missing words. Multiple-choice words (target words in bold):

11 hunt, tracks, wise, jump, lost, hung

12 came, pile, bare, care, plant, cane

13 slide, shine, rest, slugs, hole, rent

14 time, trips, test, life, spots, traps

15 hope, pipes, grass, shop, well, ship

16 tire, drive, Steve, left, trunk, dine

17 cliff, glide, made, rush, best, rust

18 bank, camp, help, take, fish, held

19 swims, chest, munch, fresh, shell, flash

20 tell, think, ship, sand, shore, thick



4


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

. . .



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . V o w e l D i g r a p h s

Purpose Vowel Digraphs is designed to reinforce sound/symbol correspondence for vowel combinations and to develop automatic recognition of words containing these vowel combinations. Activities involve constructing and recognizing words in isolation, as well as reading them in contextual material.

Task Description Vowel Digraphs consists of four tasks:

1. The program dictates a word and the student completes the spelling of the word by selecting the correct vowel combina-tion.

2. The student selects words as dictated by the program.

3. In Units 16–18 (vowel combinations with two sounds), the student sorts words into boxes according to the sound of each vowel combination.

4. Every fifth unit provides practice in reading vowel-combination words in sentences.

The last unit is a word-recognition task involving a random group of vowel combinations from Vowel Digraphs.

Units

Word Lists

1 ee, ai

2 oa, ee, ai

3 igh, ai, oa

4 ay, oa, igh

5 sentences (words from units 1–4)

6 oi, ay, ee

7 oy, oa, igh

8 aw, oy, ay

9 au, oi, ee


11 ow (snow), aw, oy

12 ea (eat), ow, au

13 oo (food), igh, oi

14 ou (out), aw, ea


16 two sounds: oo (food, book)

17 two sounds: ea (eat, bread)

18 two sounds: ow (snow, cow)

19 oo, ea, ow


21 ew, oi, ea

22 ue, au, ow

23 ie, ew, oo (book)

24 eigh, ue, ie


26 Review

ee bleed, deep, feed, greed, greet, queen, screen, screech, sheep, sheet, sleep, speech, speed, street, sweet, teeth, tree(s), weed, wheel(s)

oa boast, cloak, coast, coal, coat, coax, croak, goal, foam, goat, groan, load, loaf, loan, loath, moan, oat, oak, poach, roach, roam, soak, soap, throat, toast

ai braid, brain, claim, drain, fail, faint, gain, grain, jail, main, nail, paid, pail, paint, rain(s), sail, saint, snail, sprain, strain, wait

ay bay, clay, day, gay, gray, hay, jay, lay, may, pay, play, pray, say, spray, stay, stray, sway, tray, way

oi boil, broil, coil, coin, foil, join, joint, moist, oil, point, soil, spoil, toil

oy boy, joy, Roy, toy, Troy



4

Vowel Digraphs Word Lists, continued

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . V o w e l - 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

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, peachreal, 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, slowsnow, throw, thrown

ow (cow) brow, brown, chow, crown, drown, down, fowl, frown, growl, how, howl(s), owl, plow, prow, prowl, scowl, town, yowl

1 or, ur (plus sentences)

2 ar, ir (plus sentences)

3 ar, or, ur (plus sentences)

4 ar, or, er with blends (plus sentences)

5 ar, or, ir with blends (plus sentences)

6 ar, or, ur with blends (plus sentences)

7 two syllables ar, ir, or (plus sentences)

8 two syllables ar, or, ur (plus sentences)

9 two syllables ar, or, er (plus sentences)

. . .



Vowel -r Word Lists

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S u f f i x e s

Purpose Suffixes is designed to improve reading and spelling of common suffixes. It requires recognition of isolated words with suffixes, and spelling the suffixes at the end of a base word.

Task Description Suffixes consists of three tasks:

1. The student sorts words into boxes based on their suffixes.

2. The student selects dictated words from a list. The word displays without the suffix and the student types it in.

3. The student completes a sentence by selecting the missing suffixes and placing them in the correct words. For example: When his class__ end, Ron plans to take a long camp__ trip. (s es ing)

Units

Word Listss bats, belts, cabs, hugs, hums, kids, mops, pets, ponds, jumps, drips, burns, charms, checks, chirps, cracks, docks, forks, honks, prints, risks, shells, shocks, snaps, specks, stops, whips, whirls, wings

es boxes, brushes, bunches, buzzes, classes, crashes, dresses, fixes, flashes, foxes, glasses, grasses, lunches, masses, mixes, losses, passes, messes, smashes, taxes, tosses, wishes

ing adding, bending, blocking, branching, bumping, camping, crunching, crushing, dusting, fixing, frosting, milking, munching, picking, renting, rushing, shocking, smashing, smelling, splashing, standing, stomping, thinking, trusting, twirling, wishing

ed rented, added, clouded, dented, drifted, dusted, ended, floated, frosted, handed, hinted, hunted, landed, lasted, listed, rented, sanded, sifted, stunted, tested, trusted

Units 1–6

ar barn, car, charm, chart, dart(s), farm, hard, harm, harp, march, mark, marsh, part, scarf, shark, sharp, smart, spark, star(s), starch, start, tart, yard

ir dirt, fir, firm, first, girl, shirt, stir, third, whirl

or born, cord, corn, dorm, for, fork, form, fort, north, porch, pork, port, scorch, short, sport, stork, storm, thorn, torn

ur burn, burp, burst, church, curb, curl, fur, hurt, spur(s), spurt, turn

er jerk, perch, term

Units 7–9 (2-syllable words)

ar artist, carpet, darkness, harmless, hardware, harness, harvest, marching, pardon, starlight, started, target

ir birdbath, birthday, confirm, stirrup, whirlwind

or airport, forest, forget, hornet, inform, morning, normal, organ, snorkel, torment, support

ur burden, current, furnish, suburb, surplus

er chapter, lantern, person, termite, verdict

1 s, es, ing (plus sentences)

2 ed (rented), es, ing (plus sentences)

3 ed, ness, less (plus sentences)

4 ness, less, ful (plus sentences)

5 ful, est, er (plus sentences)

6 est, er, y (plus sentences)

7 y, ment, ish (plus sentences)

8 ment, ish, ly (plus sentences)

9 y, ly, en (plus sentences)

10 en, ed, es (plus sentences)



4

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 S y l l a b l e W o r d s I I

Purpose 2 Syllable Words II is designed to provide practice in constructing two-syllable words containing the concepts presentedin 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

Word ListsUnit 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

1 CVC, CVCe (cam-pus, ig-nore...)

2 VV, CVC (out-law, con-test...)

3 VV, CVC, VCC (rep-tile, fos-sil...)

4 CVC, VV, V+r (fol-low, dis-count, shar-pen...)

5 Mixed (vam-pire, im-pact...)

6 Mixed (mus-ket, ar-gue, per-haps...)

7 Mixed (light-ning, ad-mire, com-mute...)

8 Mixed (com-bat, chow-der, ex-tinct...)

9 Mixed (hor-net, com-plain, land-slide...)

10 Mixed (text-book, dis-card, mon-ster...)

. . .



Unit 3 air-port, book-case, cole-slaw, con-fide, bar-ber, en-joy, fos-sil, muf-fin, play-ground, rep-tile, seg-ment, shop-ping, sub-ject, sun-rise, twis-ted

Unit 4 an-noy, ap-pear, back-yard, dis-count, fol-low, free-dom, her-self, gar-den, lan-tern, shar-pen, sup-port, sur-round, ter-mite, thun-der, tim-ber

Unit 5 ar-gue, blue-bird, con-sume, cor-ner, dis-turb, fish-hook, im-pact, pay-ment, par-king, pinpoint, sur-prise, soun-ded, tar-get, tea-spoon, vam-pire

Unit 6 ar-gue, book-let, brigh-ten, com-bine, con-fess, dam-pen, ex-treme, fain-ted, fur-nish, hiccup, mid-night, mus-ket, per-haps, sum-mer, text-book

Unit 7 ad-mire, ar-tist, bam-boo, car-pet, com-mute, dis-gust, eas-tern, ex-pert, grem-lin, in-stead, light-ning, met-ric, mis-fit, slip-per, thir-teen

Unit 8 an-noy, bar-ber, chow-der, com-bat, dar-ling, ex-tinct, far-ther, for-got, high-way, in-dex, mar-ket, mis-lead, sus-tain, stif-fen, tur-nip

Unit 9 com-plain, for-est, grem-lin, ham-mer, hor-net, land-slide, main-tain, moon-light, pros-pect, rep-tile, shel-ter, trum-pet, um-pire, val-ue, wel-fare

Unit 10 ap-proach, bed-room, chil-dren, com-ment, dis-card, eigh-teen, fron-tier, haun-ted, in-clude, mon-ster, nur-sing, pad-lock, pil-low, pur-sue, text-book

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P a r a g r a p h s I

Purpose Paragraphs I is designed to improve reading comprehension by reinforcing word-attack strategies and reading in context. Paragraphs contain the same concepts included in Strategies for Older Students Levels 1, 2, and 3.

Task Description A paragraph displays with a picture illustrating its theme. Sight words are listed at the top of the screen and are pronounced when students click on them. The student selects and types in the missing words to complete the paragraph. If there are two or more errors, the activity provides practice in recognizing target words in isolation.

Units Topics (target words in parenthesis)

1 The Alaska Pipe Line (brings, hills, past, spot, send)

2 A Trip to Alaska (plane, hike, tent, bring, long)

3 The Salmon (time, swift, must, back, grave)

4 Making an Iceberg (made, piles, thick, slides, split)

5 Timing a Glacier (fast, past, clock, crept, melt)

6 Mark Twain (name, boat, deep, tales, boys)

7 The Mississippi (dirt, north, rafts, mules, streams)

8 A Steamboat Trip (see, docks, hard, might, new)

9 New Orleans (mouth, French, food, near, made)

10 Sugar Bowl Game (times, street, dawn, game, bowl)

11 Search for Land (land, raising, needed, went, western)

12 Lewis and Clark (explore, coast, maps, soon, started)

13 Loading Goods (need, start, tools, cow, children)

14 Hard Times (times, broke, trail, kept, hopes)

15 Narcissa Whitman (make, way, husband, brave, founders)

16 Mix of People (west, laws, sent, life, part)

17 The Buffalo (plains, survive, gift, new, hides)

18 Built Railroads (coast, slow, steel, railroads, lines)



4


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

. . .



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S y l l a b l e T y p e s

Purpose Syllable Types contains several different tasks to improve automatic recognition of two-syllable words with open and consonant-le syllables. It also reviews the syllable types presented in Levels 1, 2, and 3 (Closed, Silent e, Vowel Combination, and Vowel -r). It includes sorting detached syllables and constructing and typing two-syllable words.

Task Description Syllable Types consists of two tasks:

1. The program dictates a detached syllable and the student selects the correct syllable and sorts it to the appropriate file card. This sorting task occurs every third unit.

2. The student constructs a two-syllable word by selecting a blue box, revealing the first syllable. The student then matches it to the appropriate second syllable. The word displays in a column, and the student copies the word by typing it.

UnitsEasy Words, grades 2–4

1 Sort open and closed syllables to dictation

2 Construct words with open first syllable and closed second syllable—copy word

3 Construct words with open or closed first syllable and closed second syllable—copy word

4 Sort open and closed syllables to dictation



7 Sort Silent e, VV, and V+r syllables to dictation

8 Construct words with open first syllable and VCe second syllable—copy word

9 Construct words with open first syllable and VV or V+r second syllable—copy word

10 Sort c-le with closed and open syllables to dictation

11 Construct words with closed first syllable and c-le last syllable—copy word

12 Construct words with open or closed first syllable and c-le last syllable—copy word

Harder Words, grades 4–6+

13 Sort closed, open, and VCe syllables to dictation


15 Construct words with open or closed first syllable and closed, VCe, or V+r second syllable—copy word

16 Sort closed, c-le, and VCe syllables to dictation

17 Construct words with open or closed first syllable and closed or VCe second syllable—copy word

18 Construct words with open or closed first syllable and c-le second syllable—copy word

19 Sort open, VV, and c-le syllables to dictation

20 Construct words with open or closed first syllable and c-le second syllable—copy word

21 Construct words with open or closed first syllable and VV, VCe, or c-le second syllable—copy word

22 Review unit—carefully chosen words reviewing all concepts



4

Syllable Types Word Lists2 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 S o u n d s o f 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 Lists1 hard & soft: beginning c cute, cash, cost, clip, cabin, comic, cowboy, cent, cell, cellar, center, cider, city, cigar

2 hard: beginning c, soft: ending ce clasp, crash, cane, cart, code, coast, cuff, ice, face, price, place, nice, ace, lace

3 hard: beginning sc blend or two-syllable beginning c, soft: ending nce and two-syllable beginning c scab, scale, score, scare, campus, carton, current, prince, dance, glance, chance, fence, central, cinder

. . .



2 Sounds of c & g Units and Word Lists, continued

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 S y l l a b l e W o r d s

Purpose 3 Syllable Words reinforces reading of three-syllable words containing the syllable types presented in Levels 1–4 (Closed, Open, Silent e, Vowel Combination, and Vowel -r).

Task Description 3 Syllable Words consists of three tasks:

1. The student rearranges detached syllables to create the dic-tated three-syllable word.

2. The student copies the word by typing in the syllables.

3. The student arranges detached syllables from the grid to form words without hearing the words first.

Units

4 hard: beginning c, soft: ending ce count, curb, cling, crow, crunch, clap, cast, voice, sauce, spruce, fleece, slice, trace, twice

5 hard: beginning c, soft: beginning and ending c cube, cart, clock, carbon, carpet, cutter, coffin, race, grace, lice, space, scene, embrace, center

6 hard & soft: medial c expect, exclude, raccoon, escape, hiccups, collect, cupcake, percent, pencil, ulcer, except, dancer, princess, excite

7 mixed c curl, crack, canal, candy, coffee, contact, cactus, lance, spice, scent, mercy, excess, fan

8 hard & soft: beginning g game, goat, grab, gush, garden, goblin, gallon, gent, germ, gym, gerbil, gently, gender, German

9 hard: beginning g, soft: ending age glass, gain, goal, grand, gutter, gossip, gotten, rage, page, wage, huge, enrage, stage, large

10 hard: beginning g, soft: ending nge and two-syllable beginning g gust, gong, grass, glide, grime, gallop, gasket, cringe, lounge, hinge, plunge, gypsy, gem, gymnast

11 hard & soft: medial g magnet, disgust, fragrant, forgot, stagnant, engulf, forgave, margin, logic, rigid, legend, magic, charges, pages

12 mixed g regain, regard, gambler, goblet, garment, goddess, gather, charge, urge, strange, indulge, danger, tragic, fragilecy, stencil

1 contribute, estimate, illustrate, organize, requirement, establish, accomplish, Atlantic, united, develop

2 important, equipment, instrument, communist, electric, musical, department, director, understood, peppermint

3 dependent, professor, regular, magnetic, underneath, continent, astonish, investment, interrupt, violent

4 deposit, domestic, republic, electron, violet, pretended, fantastic, interpret, forgotten, acrobat

5 substitute, isolate, underline, entertain, external, appendix, commitment, Wisconsin, spectator, monument

6 diplomat, document, alcohol, romantic, muscular, violin, volcano, consistent, absolute, eraser

7 bitterness, forbidden, attainment, microscope, decorate, monorail, momentum, antelope, incomplete,

manual

8 uncommon, discontent, chimpanzee, occupant, remainder, reluctant, propeller, tenderness, interfere, misleading

9 disconnect, suffocate, undertake, memorize, protected, politeness, rotating, feverish, inhabit, comprehend

10 amputate, duplicate, boomerang, casserole, contentment, hibernate, cucumber, disrespect, banister, turpentine

11 pollinate, intercom, badminton, bassinet, unbroken, torpedo, transistor, imperfect, daydreaming, Amsterdam

12 contestant, deafening, immortal, distemper, abdomen, everglade, monotone, crookedness, underfoot, hobgoblin



4

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P a r a g r a p h s I I

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.

UnitsTopics (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)

. . .




Level 5 activities reinforce the structural analysis word-attack strategies necessary for automatic recognition of multi-syllabic words. Exercises involving single words continue to develop automatic word recognition, while activities that include sentences and paragraphs provide practice in applying word attack strategies to contextual material.

Focus To reinforce reading of two- to four-syllable words containing Anglo-Saxon prefixes and suffixes; includes discrimination of affixes and construction of words by adding affixes.

Units 12 (sentences in units 1–9)

See page 4-26

Focus To reinforce recognition of Latin prefixes and suffixes in two- to four-syllable words. Includes spelling of affixes by dictation, construction of words, and division of words into prefix, root, and suffix; accent placement is emphasized; includes prefixes that change (e.g., ad-, at-, ap-, af-, etc.).

Units 21 (sentences in units 1–18)

See page 4-27

Focus To practice the recognition of two- to four-syllable words containing special accent patterns. Includes accent placement, spelling of important elements, and timed reading for automaticity. Material covered includes: -ate/ite/ive; -ity/ic/ical; connectives i/u; tu/du; ti/si/ci.

Units 10 (sentences in every unit)

See page 4-29

Focus To improve vocabulary and word recognition through constructing and reading words containing common Latin roots and prefixes related to number and negation. Emphasis is on meanings of roots and prefixes.

Units 10 (sentences and paragraphs included)

See page 4-32

Focus To improve vocabulary and word recognition through constructing and reading words containing common Greek combining forms. Emphasis is on the meanings of the Greek combining forms.

Units 11

See page 4-33



4

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A n g l o S a x o n

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.

Units1 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

. . .



Anglo Saxon Units, continued

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L a t i n

Purpose Latin is designed to reinforce word-attack strategies for reading multi-syllable words that contain Latin prefixes and/or suffixes where the accent falls on the root. The tasks increase awareness and application of rules governing the pronunciation of affixes in multi-syllable words. Exercises require visually discriminating affixes, spelling the affix to create a dictated word, dividing words into prefix, root, and suffix, and matching affixes and roots to complete words. Two units work specifically on the prefix change rule and involve identifying which prefixes have changed. Sentences are included in every unit to reinforce application of rules to contextual information.

Task Description Latin consists generally of five tasks (units 7–10 vary somewhat due to conceptual differences):

1. A prefix displays on-screen next to a box containing letter strings, some of which match the prefix. The student clicks the letter strings that match the prefix exactly (units 1–6). Later, the student clicks the dictated suffix (units 11–18).

2. The program dictates a word and the student uses letters in a box to spell the affix.

3. Two boxes display on-screen with the words containing Latin-based affixes. The student divides the words and places the affix and root in the appropriate boxes.

4. After placing the affixes in the boxes, the student matches the roots to form a word.

5. At the end of each unit, the student reads sentences with words that have an affix missing and fills in the affix.

Task Description for Units 7–10

1. A word displays on-screen with three boxes containing a prefix. The student looks at the word and clicks on the box to indicate what prefix change has occurred.

2. Roots display on-screen with three boxes containing the prefix and possible changes. In response to a dictated word, the student chooses the correct root to combine with the prefix and puts it in the appropriate box.

7 Identify and spell suffixes to dictation—words with double letters or omitted estopping, biggest, shipper, hitting, hopping, gripping, snipping, mopping, robbed, stripped, tapping, spitting, bidding, planned, sloppy, batted, bitten, pinned, hoped, griping, scraper, riper, sloping, diner, taped, hiding, striped, mating, riding, cuter, safer, tubing, cutest

8 Mixed words from units 4, 5, 6, and 7

9 Mixed words from units 4, 5, 6, and 7

10–12 Three- and four-syllable words containing Anglo-Saxon affixesunderstanding, forgetful, unturned, forbidden, forgiven, misspelling, outplayed, beginning, forecaster, overwhelming, unhelpful, unfaithful, oversharpen, overturned, underworked, forgotten, misleading, deafening, crookedness



4

Units

Latin Word Lists

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.

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

. . .



Latin Word Lists, continued

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S p e c i a l A c c e n t s

Purpose Special Accents is designed to practice reading multisyllable words containing Latin affixes where the accent does not necessarily fall on the root. Emphasis on accent-placement rules and pronunciation of the affixes aids in word identification. Students match affixes, identify affixes and words containing the affixes, and type words and affixes. Concepts related to connectives i and u, ligatured tu and du, and pronunciation of si/ti/ci are presented and reinforced. Every unit includes sentences to assist in applying rules to contextual information.

Task Description Special Accents consists of five to six tasks (units vary somewhat due to conceptual differences).

Tasks for Unit 1

1. A suffix displays on-screen next to a box containing letter strings, some of which match the suffix. The student clicks on the matching letter strings.

2. A box containing six multi-syllabic words displays on-screen. The student clicks on the dictated word. Words are visually coded for accent placement and for the specified suffix.

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

12 global, spinal, oral, lethal, postal, total, formal, rental, mental, glossary, boundary, burglary, primary, granary, roundish, selfish, sickish, smallish, strongish, tallish, ailment, augment, casement, ninety, safety, sixty, thirty, twenty, sinus, minus, focus, walrus, discus, fungus

13 figure, conjure, secure, gratitude, solitude, attitude, reptile, futile, hostile, winterize, victimize, organize, modernize, history, armory, savory, memory, sensory

14 failure, endure, altitude, longitude, latitude, amplitude, juvenile, fragile, textile, memorize, fertilize, civilize, factory, Gregory, ivory, victory, hickory, rectory

15 bandage, blockage, coinage, shortage, shrinkage, spoilage, storage, yardage, linkage, pleasant, tenant, servant, quadrant, pregnant, balance, distance, hindrance, vacancy, pregnancy, probability, livability, probable, bankable, bearable, bleachable, breakable, burnable, joyous, nervous, famous

16 package, passage, cabbage, manage, message, scrimmage, luggage, plumage, baggage, pendant, peasant, merchant, migrant, fragrant, warrant, fragrance, finance, entrance, clearance, pregnancy, infancy, probability, capability, cashable, chewable, countable, crushable, fixable, wondrous, porous, pompous, callous

17 service, malice, justice, office, lattice, practice, captive, active, cursive, festive, tangent, talent, student, strident, solvent, serpent, rodent, silence, sentence, frequency, urgency, currency, possible, flexible, horrible, sensible, visible, possibility, visibility

18 hospice, novice, solstice, jaundice, chalice, crevice, massive, motive, native, passive, present, patent, parent, dissent, current, agent, sentence, prudence, decency, tendency, agency, tangible, forcible, legible, feasible, terrible, edible, sensibility, credibility

19–21 immortal, important, refusal, removal, recital, referral, external, internal, repayment, prepayment, detachment, equipment, contentment, investment, installment, advisory, digestible, divergent, accessory, compulsory, directory, admissible, collectible, compatible, contractible, convertible, deductible, distractible, divisible, responsible, inflexible, adorable, adjustable, dependable, attachable, allowable, affordable, correctable, dependable, detectable



4

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.


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 Units1 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

. . .



Special Accents Word ListsUnit 1 perforate, separate, compensate, activate, alternate, candidate, circulate, dedicate, estimate, aggravate, compensate, delegate, designate, amputate, calculate, complicate, congregate, duplicate, elevate, formulate, hesitate, concentrate, contemplate, decorate, demonstrate, devastate, dominate, hibernate, immigrate, isolate, navigate, nominate, operate, suffocate, terminate, illustrate, regulate, ventilate, medicate, motivate, penetrate, definite, infinite, indefinite, urbanite, dynamite, opposite, satellite, parasite, favorite, relative, narrative, primitive, positive, sensitive, tentative, negative, secretive, talkative, cognitive

Unit 2 purity, identity, facility, hospitality, activity, sincerity, fragility, captivity, capability, festivity, electricity, hostility, stupidity, civility, rapidity, humanity, timidity, polarity, humidity, personality, vicinity, severity, publicity, public, traffic, fantastic, republic, attic, Atlantic, Pacific, artistic, gigantic, automatic, sarcastic, angelic, elastic, Antarctic, democratic, statistic, athletic, terrific, energetic, domestic, dynamic, electronic, ethnic, frolic, diplomatic, historic, dramatic, frantic, economic, electric, garlic, Hispanic, acrobatic, historical, ethical, hysterical, identical, mathematical, economical, practical, political, comical, technical, fanatical, botanical, critical, electrical

Unit 3 radial, radio, serious, barbarian, oblivion, malaria, experience, phobia, criterion, custodian, suburbia, Bolivia, anterior, posterior, imperial, ulterior, hysteria, stadium, alleviate, mysterious, editorial, humiliate, delirium, superior, material, radiant, luxurious, solarium, Arabia, opium, Canadian, Utopia, encyclopedia, Liberia, insomnia, zodiac, Scandinavia, auditorium, sanitarium, comedian, obvious, librarian, precarious, Colombia, alien, continuous, genuine, conspicuous, tempestuous, monument, document, strenuous, ambiguous, manual, vacuum, evaluate, continual, incongruous, discontinuous, promiscuous, annual

Unit 4 senior, junior, petunia, stallion, genius, Daniel, spaniel, familiar, union, regalia, dominion, battallion, companion, brilliant, bunion, million, gardenia, peculiar, opinion, communion, convenient, Spaniard, William, convenience, billion, valiant, ingenious

Unit 5 natural, nature, virtuous, mutual, picture, punctual, Portugal, statue, pasture, furniture, departure, century, scripture, agriculture, mixture, adventure, manufacture, spatula, virtue, puncture, posture, torture, capture, lecture, feature, rupture, structure, fixture, fortune, graduate, gradual, pendulum, schedule, fraudulent, nodule, individual, residual, incredulous, procedure, module, adulation

Unit 6 Words from units 4 & 5

Unit 7 Words from units 1–5

Unit 8 gracious, vicious, delicious, special, efficient, spacious, precious, judicial, ferocious, musician, session, confession, profession, passion, convulsion, fission, depression, impression, mission, commission, admission, omission, nation, spatial, national, vacation, ambitious, ambition, initial, patience, station, motion, revolution, condition, ignition, partial, emotional

Unit 9 session, confession, profession, passion, convulsion, fission, depression, impression, mission, commission, admission, omission, fusion, erosion, illusion, explosion, seclusion, profusion, inclusion, invasion, provision, version, division, confusion, revision, precision, exclusion, occasion, abrasion, collusion

Unit 10 Words from all units



4

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P r e f i x a n d R o o t M e a n i n g s

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.


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.

. . .



Prefix & Root Meanings Word ListsUnit 1 unicycle, uniform, bicycle, tricycle, triplets, quadruplets, quintet, quintuplets, sextet, sextuplets, septuplets,octopus, octagon, November, decade, decathlon, centipede, century, centennial, millipede, millennium, multilingual, multiphase, multimillionaire, semicircle, semiliquid, semiconscious

Unit 2 unhappy, unreadable, unattached, unbalanced, unchanged, unclear, unhealthy, nonmetal, nonparticipating, nonconformist, nonexistent, nonsense, nonproductive, nonrefundable, inhuman, inconsistent, independent, inexcusable, infirm, insane, insensitive, discontent, disobey, discontinue, distrust, disregard

Unit 3 insert, intrude, inspect, import, internal, exit, external, export, eject, extract, submarine, subway, substandard, subnormal, transport, transmit, transfer, transfuse, propose, proceed, project, protrude, produce

Unit 4 conduct, committee, contract, community, connect, distant, divide, disrupt, dismantle, predict, prevent, prepay, pretest, preview, interrupt, intercept, interfere, international, interview, intermission, repeat, recede, retake, respond, retell

Unit 5 retract, distract, extract, contract, produce, induct, conduct, reduce, object, project, inject, eject, reject, construct, instruct, destruction, reflex, deflect, inflection

Unit 6 report, export, import, transport, inform, reform, conform, deform, invert, revert, convert, pretend, contend, extend, insist, resist, consist

Unit 7 vision, visual, visit, visor, auditory, audience, auditorium, vocal, vocalize, vocation, tactile, contact, intact, predict, contradict, diction

Unit 8 inspect, respect, spectator, repel, expel, impel, scribble, inscribe, describe, interrupt, disrupt, erupt, intercept, concept, except

Unit 9 recede, precede, intercede, propose, transpose, compose, transmit, emit, submit, inspire, conspire, respirator, transfer, infer, refer

Unit 10 Review of words from all units

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G r e e k

Purpose Greek is designed to increase vocabulary and improve word identification by constructing and reading words containing common Greek forms. The meanings of the combining forms are emphasized and words are analyzed according to these meanings. Phrases are used throughout to reinforce meaning.

Task Description Greek consists of four tasks (units vary somewhat due to conceptual differences):

Tasks for Units 1–3, 5–7, and 9–10

1. Three pictures depicting the meanings of three Greek combin-ing forms display on-screen and the program dictates its sound and states its meaning. The student clicks on the corre-sponding picture.

2. The student chooses the correct picture to match the meaning stated by the program and the meaning appears under the picture with the combining form.

3. A word displays on-screen with three meanings underneath it. The student chooses the correct meaning to go with the word.

4. Part of a word displays on-screen and the student types in the combining form that corresponds to the dictated definition to complete the word.



4

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.

Units1 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 1–3telephone, 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 5–7bibliography, 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 & 10sympathy, symmetry, synchronize, symphony, polygon, monopoly, decagon, monomania, polypod, polyphone, anhydrous


. . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ACKNOWLEDGEMENTS 5Designers of Lexia ReadingAlice 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 ThanksLexia 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

A C K N O W L E D G E M E N T S


5

Lexia

Read

ingSc

ope &

Sequ

ence

www.lexialearning.com

Skills Developedearly

readingages 4–6

primary readingages 5–8

strategies for older students

ages 9–adult PHONOLOGICAL AWARENESS • Rhyming X • Identifying beginning and ending sounds X • Segmenting compound words and syllables X • Blending compound words and syllables X • Segmenting sounds X X • Blending sounds X X

PHONOLOGICAL AWARENESS / PHONICS • Letter-sound correspondence for consonants,

short vowels and consonant digraphs X X X • Identifying beginning and ending sounds

and letters X X X • Identifying medial sounds and letters, short

and long vowels X X • Segmenting, blending and manipulating

sounds with letters X X • Short-vowel words, Silent-e words, Vowel-r words, Vowel combination words X X • Open syllable words, consonant-le words X • Two-syllable words X X • Three-syllable words X

VOCABULARY • Picture-word matching X • Categorical sorting X • Picture-word matching X X • Pre-primer through third grade sight words X X • Anglo-Saxon prefi xes and suffi xes X • Latin prefi xes, roots and suffi xes X • Greek combining forms X

FLUENCY • Phoneme intervals for blending and segmenting X • Timed discrimination of easily reversible letters X X • Timed medial vowel discrimination with letters X X • Automatic recognition of short vowel words X X • Timed identifi cation of simple and complex words

and syllables X X • Automatic recognition of words with

vowel digraphs X • Automatic identifi cation of irregular words X • Modeled paragraph reading X

COMPREHENSION • Categorical and associative thinking X • Comprehension of words and word parts X X X • Use of picture support to enhance comprehension

of words, phrases, sentences and paragraphs X X X • Word construction from syllables and prefi xes, stems

and suffi xes X X • Systematic cloze procedure comprehension of

sentences, paragraphs and stories X X

Lexia Learning Systems, Inc.200 Baker AvenueConcord, MA 01742

TEL: (800) 435-3942 OUTSIDE US: (978) 405-6200FAX: (978) 287-0062

Customer Support: [email protected](800) 507-2772

www.lexialearning.com

LRG-709/2010

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