Level 10 (Beginning Year 3 Skills)
An English Garden
Level 10—Activity Selection Screen, first half
Level 10—Activity Selection Screen, second half
Area
Activity
Warm-up
Designed to increase automatic recognition of letter-sound
correspondences for long vowel combinations
Advanced Word Chains
Phonics
Manipulate phonemes in words to make new words.
Units: 14
Multi-Syllable Words
Phonics
Identify the six syllable types and combine syllables to construct and
read multi-syllable words.
Units: 19
Simple Suffixes
Structural
Analysis
Demonstrate knowledge of common suffixes and increase
awareness of the morphological structure of words.
Units: 15
Sight Words 5
Fluency
Demonstrate automatic recognition of regular and irregular highfrequency sight words.
Units: 18
Building Sentences
Comprehension
Sequence words within sentences to create a story and demonstrate
comprehension by answering detail and mainly about questions.
Units: 12
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PHONICS
Level 10 (Beg Year 3 Skills)
Advanced Word Chains
The goal of this activity is for students to
manipulate phonemes in words to make new
words. Students substitute, add or delete one
letter in CVC, CCVC/CVCC, or CVCe words to
make a new word or nonsense word.
Task
The student changes one word into another word by substituting, adding, or deleting one letter or sound at a time from four letter
choices and a delete option.
Unit 1 Switch CVC and digraphs
Unit 2 Switch CVC and digraphs
Unit 3 Switch CVCe
Unit 4 Switch, add, and delete CVC and CVCC (-ck)
Unit 5 Switch, add, and delete CVC and CVCC (-ng)
Unit 6 Switch, add, and delete CVC, CVCC/CCVC (digraphs)
Unit 7 Switch, add, and delete CVC and CVCC/CCVC
★ Unit 8 Switch, add, and delete CVC and CVCC/CCVC
Unit 9 Switch, add, and delete CVC and CVCC/CCVC
Unit 10 Switch, add, and delete CVC and CVCC/CCVC
Unit 11 Switch, add, and delete CVC, CVCC/CCVC, CCVCC
Unit 12 Switch, add, and delete CVC, CVCe, CVCC/CCVC (nonsense words)
Unit 13 Switch, add, and delete CVC, CVCe, CVCC/CCVC (nonsense words)
Unit 14 Switch, add, and delete CVC, CVCe, CVCC/CCVC (nonsense words)
★ start of second half
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COMPREHENSION
PHONICS
Level 10 (Beg Year 3 Skills)
Multi-Syllable Words
The goal of this activity is for students to identify the six syllable types and combine
syllables to construct and read multi-syllable words. Students sort open, closed, Silent e,
vowel-r, vowel combination and consonant-le syllables by type, construct dictated multisyllable words, and complete multi-syllable words in sentences.
Visual Sort Task
Ten syllables display. The student sorts the syllables into two or three boxes based on the syllable type.
Single Word Construction Task
The student hears a two syllable word and selects from eight syllable choices to construct the word that they heard.
Sentence Construction Task
The student reads a sentence with half a word missing. The student selects from six choices to complete the word
Unit 1 open, closed (Visual Sort)
★ Unit 10 open, closed, vowel combo (Visual Sort)
Unit 2 open, closed (Single Word Construction)
Unit 11 open, closed, vowel combo (Single Word Construction)
Unit 3 compound words (Sentence Construction)
Unit 12 open, closed, vowel combo (Sentence Construction)
Unit 4 open, closed, Silent e (Visual Sort)
Unit 13 open, closed, consonant-le (Visual Sort)
Unit 5 open, closed, Silent e (Single Word Construction)
Unit 14 open, closed, consonant-le (Single Word Construction)
Unit 6 open, closed, Silent e (Sentence Construction)
Unit 15 open, closed, consonant-le (Sentence Construction)
Unit 7 open, closed, vowel-r (Visual Sort)
Unit 16Review (Visual Sort)
Unit 8 open, closed, vowel-r (Single Word Construction)
Unit 17Review (Visual Sort)
Unit 9 open, closed, vowel-r (Sentence Construction)
Unit 18Review (Sentence Construction)
Unit 19Review (Sentence Construction)
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STRUCTURAL ANALYSIS
Level 10 (Beg Year 3 Skills)
Simple Suffixes
The goal of this activity is for students to build their knowledge of common suffixes
and to increase their awareness of the morphological structure of words. Students sort
dictated and written words containing suffixes and construct words with suffixes in
sentences.
Visual Sort Task
Six words display. The student sorts the words into three boxes based on the endings.
Auditory Recognition Task
Three or four boxes display. A word is named and the student selects the box where the suffix belongs.
Sentence Completion Task
The student reads a sentence with half of a word missing. The student selects from three choices to complete the sentence.
Unit 1 s, ing, ed (Visual Sort)
★ Unit 9 ment, ness, ish, en (Visual Sort)
Unit 2 s, ing, ed (Auditory Recognition)
Unit 10 ment, ness, ish, en (Auditory Recognition)
Unit 3 er, est, y (Visual Sort)
Unit 11 y, ly, es, s (Visual Sort)
Unit 4 er, est, y (Auditory Recognition)
Unit 12 y, ly, es, s (Auditory Recognition)
Unit 5 Review Units 1-4 (Sentence Completion)
Unit 13 Review Units 9-12 (Sentence Completion)
Unit 6 es, ful, less, ly (Visual Sort)
Unit 14 Review All (Sentence Completion)
Unit 7 es, ful, less, ly (Auditory Recognition)
Unit 8 Review Units 1-7 (Sentence Completion)
Unit 15 Three Sounds of -ed: /t/, /d/, /ed/
(Auditory Recognition)
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AUTOMATICITY/FLUENCY
Level 10 (Beg Year 3 Skills)
Sight Words 5
The goal of this activity is for students to
automatically recognize regular and irregular
high-frequency sight words. Students identify
and construct dictated sight words in isolation,
complete dictated phrases with sight words and
quickly identify dictated sight words.
Recognition Task
The student hears a word and then highlights the word in a puzzle.
Construction Task
The letters for a sight word display out of order. The students hears the word and must drag the letters into the correct order.
Phrases Task
A picture and a phrase display. The student hears the phrase and then selects the sight word that completes the phrase from three
choices.
Automaticity Task
Words move on the screen. The student selects the targeted sight word from four choices. Foils include a close spelling of the target
word plus two other sight words.
Unit 1 full, try, own, done, laugh (Recognition)
★ Unit 10 people, only, watch, eight, warm (Recognition)
Unit 2 full, try, own, done, laugh (Construction)
Unit 11 people, only, watch, eight, warm (Construction)
Unit 3 full, try, own, done, laugh (Phrases)
Unit 12 people, only, watch, eight, warm (Phrases)
Unit 4 full, try, own, done, laugh (Automaticity)
Unit 13 people, only, watch, eight, warm (Automaticity)
Unit 5 light, hurt, grow, seven, want (Recognition)
Unit 14 today, purple, about, water, their (Recognition)
Unit 6 light, hurt, grow, seven, want (Construction)
Unit 15 today, purple, about, water, their (Construction)
Unit 7 light, hurt, grow, seven, want (Phrases)
Unit 16 today, purple, about, water, their (Phrases)
Unit 8 light, hurt, grow, seven, want (Automaticity)
Unit 17 today, purple, about, water, their (Automaticity)
Unit 9Review (Automaticity)
Unit 18Review (Automaticity)
Unit 19Review (Automaticity)
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COMPREHENSION
Level 10 (Beg Year 3 Skills)
Building Sentences
The goal of this activity is for students to build an awareness of sentence structure as they
sequence words within sentences to create a story. Additionally, students demonstrate
comprehension of the completed story by answering detail and mainly about questions.
Task
Three or more words display. The student must drag the words into the correct order to make a sentence. Then, three questions
display (one at a time). The questions focus on what the story was mainly about as well as a simple recall of facts. The student reads
the question and selects from three choices. The text is not available for the student to reference.
Unit 1 A Boy in a Pool
★ Unit 7 A Boy in the Mud
Unit 2 A Band Plays a Song
Unit 8 The Sailboat
Unit 3 At the Pump
Unit 9 Corn from the Farm
Unit 4 A Leaky Bath
Unit 10 A Boy and His Bike
Unit 5 Cats Have Fur
Unit 11 A Team and Their Coach
Unit 6 The Sun Can Burn
Unit 12 Washing the Car
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