Teacher’s Guide
to the Student Software
Early Reading
Primary Reading
Strategies for Older Students
5%
F EW
Lexia Reading aligns with the Three-Tier
Response to Intervention (RTI) Model
15%
ti e r
s om e
THREE
Accelerate reading acquisition by providing extended practice to
develop foundational reading strategies
Use: 20-30 minutes, 5 times a week
80 %
ti e r
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
ti e r
Support on-level and advanced students through accelerated
independent practice
Use: 20-30 minutes, 2 times a week
al l
L e xi a’s Th r e e -Ti e r
M o d e l o f S u p p o rt
o r I n st r u c t i o n
TWO
ONE
Welcome to the Lexia classroom.
Lexia Reading
®
Teacher’s Guide to the
Student Software
Lexia Learning Systems, Inc. • 200 Baker Avenue Extension • Concord, MA 01742 • USA
TEL: 978-405-6200 • INSIDE US: 800-435-3942 • FAX: 978-287-0062
www.lexialearning.com • [email protected]
© Lexia Learning Systems, Inc. 2011
All rights reserved.
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 Lexia
Learning Systems, Inc. The software described in this document is furnished under a license agreement or non-disclosure
agreement. The software may be used only in accordance with the terms of the agreement. It is against the law to copy the
software on any medium except as specifically allowed in the license or non-disclosure agreement. No part of this manual
may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and
recording, for any purpose without the express written permission of Lexia Learning Systems, Inc.
V8 V2011.08.05
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Contents
...................................
Welcome to the Future of Reading Education
What is Lexia Reading? III
Reading Success for Students at All Levels IV
Lexia Reading Program Progression IV
1 Getting Started with Lexia Reading
1-1
Getting Started Teacher Checklist 1-1
Lexia Reading Recommended Usage 1-2
Using Lexia Reading Student Software 1-2
2 Early Reading
2-1
Level 1 Activities 2-1
Rhyme Time 2-2
Sound Match 2-3
Word Snip 2-4
Sound Slide 2-5
Level 2 Activities 2-6
Consonant Tree I (t, b, m, s, k, f) 2-7
Consonant Tree II (p, g, r, n, d, z, l) 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)
Short Vowel Crate (a, e, i, o, u) 2-9
Consonant Pairs (sh, th, wh, ch) 2-10
3 Primary Reading
2-8
3-1
Level 1 Activities 3-1
Sounds to Letters 3-2
Consonant Castle 3-3
Sight Word Search 3-4
Sort b, d, p 3-5
Short Vowel Match 3-5
Level 2 Activities 3-6
Sounds to Letters II 3-7
Consonant Blast 3-8
Sight Word Search II 3-9
Short Vowel Bridge 3-9
Picture-Word Match 3-10
Level 3 Activities 3-11
Sound Change 3-12
Sight Word Search III 3-12
Silent-e Switch 3-13
Fast Find 3-14
Silent-e Score 3-15
Lexia Reading Š Teacher’s Guide to the Student Software
I
Level 4 Activities 3-16
Word Hunt 3-17
Sight Word Search IV 3-17
Word Stairs 3-18
Pirate Ship 3-19
Group It I 3-20
Level 5 Activities 3-21
Super Change 3-22
Add It 3-23
Sight Word Search V 3-24
Elevator 3-25
Group It II 3-26
4 Strategies for Older Students
4-1
Level 1 Activities 4-1
Short Vowel Sounds 4-2
Consonant Sounds 4-3
b, d, p 4-5
Middle Vowels 4-6
Short Vowel Words 4-7
Level 2 Activities 4-8
Letter Switch 4-9
Short and Long Vowels 4-10
Sight Words 4-11
2 Syllable Words I 4-12
Sentences and Paragraphs 4-13
Level 3 Activities 4-14
Vowel Digraphs 4-15
Vowel -r 4-16
Suffixes 4-17
2 Syllable Words II 4-18
Paragraphs I 4-19
Level 4 Activities 4-20
Syllable Types 4-21
2 Sounds of c & g 4-22
3 Syllable Words 4-23
Paragraphs II 4-24
Level 5 Activities 4-25
Anglo Saxon 4-26
Latin 4-27
Special Accents 4-29
Prefix and Root Meanings 4-32
Greek 4-33
5 Acknowledgements
5-1
II Lexia Reading Š Teacher’s Guide to the Student Software
.....
W ELCOME TO THE F UTURE OF R EADING E DUCATION TM
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1
Welcome 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 webbased 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 Software
Lexia 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 prereading 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.
Lexia Reading Š Teacher’s Guide to the Student Software
III
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
READING SUCCESS FOR STUDENTS AT ALL LEVELS
Lexia’s mission is to promote the success of teachers and students as they work to master essential reading skills. Lexia
Reading achieves this goal in three key ways:
„ Support core instruction with independent reading skills practice.
„
Prevent reading failure with at-risk students through repeated intensive skills practice.
Remediate with extended practice for students experiencing reading failure while identifying specific
instructional needs.
„
Many schools are adopting an innovative approach to reading instruction that recognizes a wide range of reading abilities
within any given classroom and separates students into a tiered model of instruction based on their needs. Some students
are reading at or above grade level, others are at risk of reading failure and reading below grade level, and still others may
be experiencing reading failure and reading significantly below grade level. Intervention models recommend a
combination of ongoing assessment with differentiated instruction to monitor and support all groups of students.
Lexia Reading effectively supports students at all levels. Students reading above grade level can move to higher levels that
contain more sophisticated and challenging skills, students reading on grade level or below will work on strengthening
grade level skills, while students in need of remediation will engage in intensive practice activities to help them establish a
foundation for reading success.
LEXIA READING PROGRAM PROGRESSION
Lexia Reading is designed to be used over the course of multiple school years to support core reading instruction.
Students begin working with skills that are appropriate for their specific needs and then progress at their own pace as their
skills develop. Each level of the program builds upon the skills acquired in earlier levels. There is also a sequence of ageappropriate activities for older students who require remediation.
Students are allowed to practice specific skills in a carefully paced program with structured activities that systematically
increase in complexity. Using frequent modeling and reinforcement, this independent practice builds speed and accuracy
in word recognition and encourages students to apply their skills in more complex contexts.
Lexia Reading can be purchased either by program or in its entirety. Check with your school or district to find out which
programs are available to your students.
.
IV Lexia Reading Š Teacher’s Guide to the Student Software
G ETTING S TARTED WITH L EXIA R EADING
.....
...................................
1
This chapter contains practical information on getting started with Lexia Reading in your classroom.
GETTING STARTED TEACHER CHECKLIST
‰ Obtain your MyLexia username (email address) and password from your school’s Lexia administrator.
‰ Login to MyLexia at www.mylexia.com and prepare for your students’ initial use:
If you do not any classes assigned to you, your Home Page displays an Add a Class button so you can set
up your class and monitor your students. Typically, your school’s Lexia administrator will create student
accounts. To create a class, follow the instructions in the online Quick Guide (circled below).
On the Students tab, review the class list to verify your students have the correct grade assignments.
‰ Allow students to login to the Lexia Reading student software (page 1-2):
Students who are new to Lexia Reading will use Auto Placement (page 1-3).
Students who are already using Lexia Reading will continue where they left off.
‰ After initial student use, review the class table on your MyLexia Home Page to verify placement and usage.
‰ Review the Lexia Reading Recommended Usage (page 1-2).
‰ Monitor the progress and usage of students on a regular basis by logging into MyLexia to view the Home Page.
The online Quick Guide (circled below) explains the sections of your Home Page that you should monitor.
‰ Optional: In MyLexia, use the Quick Reading Test (QRT) for a phonics screening of selected or all students.
The QRT is available on the Teacher Resources tab along with a complete usage and pronunciation guide.
Teacher Home Page in MyLexia
Lexia Reading Š Teacher’s Guide to the Student Software
1-1
1
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 G
Lexia Reading Recommended Usage
LEXIA READING RECOMMENDED USAGE
Students of all abilities can benefit from regular, consistent usage of Lexia Reading: in the classroom during center
activities, in the computer lab, in before/after school programs, or even at home.
Implementing Lexia Reading successfully in your school or program can be done by following the best practices
developed from the results of Lexia’s norming study as well as rigorous multi-year outcome studies:
„ Lexia Reading should be used in conjunction with research-based core reading instruction.
„ Students should be leveled correctly (in one program and level at a time) using Auto Placement (page 1-3).
„ Teachers should regularly monitor student progress by logging into MyLexia and viewing the Home Page.
„ Students should meet the recommended frequency and duration of use patterns, which are specified for each
student on the Class Table at the bottom of the Teacher Home Page (shown below). Each student’s Recommended
Software Usage is calculated based on the student’s grade level and Performace Predictor or Lexia Skill Set. Note
that younger students may need shorter, more frequent usage (e.g., 10-15 minutes daily) so they become
accustomed to working on a computer.
Class Table on the Teacher Home Page in MyLexia
USING LEXIA READING STUDENT SOFTWARE
This section explains how to use the Lexia Reading student software. The student software must be installed on each
student computer prior to use.
Logging Into the Student Software
1.
Click the Lexia Reading icon on the student computer.
2.
The Student Login displays after the program loads. Enter a username and password and click the green arrow button
.
The Click Here link will take you to the login screen of the MyLexia website. Note that the login for the student software
is different than the login for MyLexia. If you wish to experience the student software, you will need to create a “test”
student account. Please see your school’s Lexia Reading administrator for assistance.
1-2 Lexia Reading Š Teacher’s Guide to the Student Software
Using 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 G
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 Activity
After 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
Lexia Reading Š Teacher’s Guide to the Student Software
1-3
1
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 G
Using Lexia Reading Student Software
Automatic Promotion after Finishing Levels and Programs
After a student completes a level, the student is seamlessly and automatically promoted to the next level. For example,
when a student completes Level 1, that level is turned off and Level 2 is turned on.
After a student completes a program, the student is seamlessly and automatically promoted to the next program (provided
the district has licenses for that program). For example, when a student completes Early Reading, that program is turned
off and Primary Reading is turned on.
Automatic Promotion will only work when a single program and level are assigned to a student, either by the Auto
Placement feature or by manual assignment.
Students are promoted to Unit 1 of the subsequent level except when students are auto-promoted into Strategies for
Older Students. It is assumed that some skills in the earlier units of SOS Levels 1 and 2 have been covered in Primary
Reading. Therefore, auto-promoted students start at higher units in SOS Levels 1 and 2 with skills that have not been
covered in Primary Reading, as shown in the following table:
Auto Promotion into Strategies for Older Students Level 1:
Short Vowels Sounds - OFF
Consonant Sounds - ON set to unit 14
b, d, p - ON set to unit 1
Middle Vowels - ON set to unit 6
Short Vowel Words - OFF
Auto Promotion into Strategies for Older Students Level 2:
Letter Switch - ON set to unit 19
Short and Long Vowels - ON set to unit 13
Sight Words - ON set to unit 14
2 Syllable Words - ON set to unit 10
Sentences and Paragraphs - ON set to unit 11
Some teachers may wish for students to complete Early Reading Level 2 prior to completing Early Reading Level 1. In
this case, the teacher must manually change the student’s assignment to Early Reading Level 2, and then upon level
completion, manually change the student’s assignment to Early Reading Level 1. Upon completion of Level 1, the student
will be promoted to Primary Reading Level 1 and begin in the unit where they left off.
Audio Controls
Button/Key
Description
Repeats the audio.
This button is located on the top right corner of the activity screen.
Repeats the activity directions (Strategies for Older Students only).
This button is located on the bottom left corner of the activity screen.
+ key
Increase volume.
– key
Decreases volume.
Exiting Activities, Levels, and Lexia Reading
If a student clicks STOP before completing an activity unit, he or she will have to
redo that entire unit before advancing to the next unit.
Clicking STOP will always return a user to the previous screen. If a student clicks
STOP during or after an activity, they will return to the activity selection screen. If
more than one program/level is turned on, clicking STOP on the activity selection
screen will return the student to the level selection screen. Clicking STOP again
will exit and close Lexia Reading.
In Strategies for Older Students, clicking the REPEAT button will allow a student
to do the same unit again.
Early Reading,
Primary Reading
1-4 Lexia Reading Š Teacher’s Guide to the Student Software
Strategies for
Older Students
E ARLY R EADING
LEVEL 1 ACTIVITIES
.....
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2
Level 1 activities increase the phonological awareness skills necessary for efficiently learning sound/symbol
correspondence and phonic word-attack strategies. Rhyming, the recognition of initial and final sounds, segmenting, and
blending are emphasized. Pictures are included to reinforce meaning.
Rhyme Time
Focus
To increase students’ awareness of rhyme patterns in spoken language.
Units
11 (increasing in difficulty from one-syllable words containing 3 sounds each, to twosyllable words containing a suffix)
Words
350
See page 2-2
Sound Match
Focus
To increase students’ ability to identify words’ beginning and end sounds.
Units
12 (increasing in difficulty from one-syllable words containing three sounds each, to onesyllable words containing four sounds/phonemes with blends)
Words
350
See page 2-3
Word Snip
Focus
To increase students’ ability to segment words into syllables and sounds.
Units
19 (increasing in difficulty from two-syllable compound words presented with a 1-second
pause between syllables, to words with three or four sounds/phonemes with no pause between the
sounds)
Words
400
See page 2-4
Sound Slide
Focus
To increase students’ ability to blend syllables and sounds to construct words.
Units
14 (increasing in difficulty from two-syllable compound words presented with a ½-second
pause between syllables, to words with three sounds/phonemes presented with a 1-second pause
between sounds)
Words
400
See page 2-5
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.
Important!
Lexia Reading Š Teacher’s Guide to the Student Software
2-1
2
EARLY READING
Level 1 Activities
Rhyme Time
.........................................................................
Purpose Rhyme Time is designed to increase students’ awareness
of the patterns of rhyme in spoken language.
Task Description Three pictures display on-screen, each
representing a single word. The program highlights and names each
picture aloud, and then the student clicks on the two that rhyme.
(Note: If a student has difficulty with a unit, the program branches to
a practice version with the correct answers highlighted.)
Units
1
One-syllable words containing 3 sounds. Foil has no
similarity to the rhyming words. Rhyming words are
always placed next to each other (e.g., mug, rug, bat).
7
2 Same as unit 1, except the words are placed randomly
(e.g., mice, bag, dice).
8
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).
2-2 Lexia Reading Š Teacher’s Guide to the Student Software
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).
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).
Level 1 Activities
.....
EARLY READING
Sound Match
.........................................................................
Purpose Sound Match is designed to increase students’ awareness
of beginning and ending sounds in words. It also integrates word
meaning into sound-discrimination activities.
Task Description Three pictures display on-screen, each
representing a single word. The program highlights and names each
picture aloud. In the first 7 units, the student clicks on the word (or
words) that begin with a certain sound. In units 1–3 and units 8–10,
the student hears a sentence that defines the target word as well as
its beginning or ending sound. (Note: If a student has difficulty with
a unit, the program branches to a practice version with the correct
answers highlighted.)
Units
Recognition of Beginning Sounds
Recognition of Ending Sounds
1
One-syllable words containing 3 sounds. Foils have no
similarity to the target word (e.g., “Something that you can
read that starts with the sound /b/.” book, cup, fan).
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).
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).
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).
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).
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 Beginning Sounds
Matching Ending 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).
10
5
Same as unit 4, except target words are
placed randomly (e.g., home, goat, hose).
11
6
12
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).
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).
Same as unit 10, except target words are placed
randomly (e.g., robe, jet, web).
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).
Lexia Reading Š Teacher’s Guide to the Student Software
2-3
2
EARLY READING
Level 1 Activities
Word Snip
.........................................................................
Purpose Word Snip is designed to increase awareness of syllables
and sounds in words, and to increase the ability to segment words
into syllables and sounds.
Task Description A picture displays on-screen. The student
hears the word that the picture represents and drags down one ball
for each segment in the word. When the student drags down a ball,
the program dictates that segment of the word. (Note: If a student
has difficulty with a unit, the program branches to a practice version
where the correct number of syllables or sounds are obvious.)
Units
1
Two-syllable compound words are presented with a 1second pause between the syllables (e.g., lunch-box).
11
2
12
Two- and three-syllable words are presented with a ½second pause between the syllables (e.g., high-chair, ta-blecloth).
Same as unit 10, but words are presented with a ½second pause between the syllables.
Same as unit 10, but words are presented with no
pause between the syllables.
13
3
Same as unit 2, but words are presented with no pause
between syllables.
Words with 2 sounds are presented with a 1-second
pause between the sounds or phonemes (e.g., o-n, m-e, key). An image is revealed as bars are pulled.
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).
14
5 Same as unit 4, but presented with a ½-second pause
between the syllables.
15
6 Same as unit 4, but words are presented with no pause
between the syllables.
16
7
Words with “ing” ending are presented with a 1second 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 ½second pause between the syllables.
9
Same as unit 7, but words are presented with no pause
between the syllables.
10
Words with “er” ending are presented with a 1second pause between the base word and the “er” (e.g.,
sneak-er, read-er).
2-4 Lexia Reading Š Teacher’s Guide to the Student Software
Words with 3 sounds are presented with a ½-second
pause between the sounds or phonemes (e.g., c-a-ve, g-oose).
Words with 2 or 3 sounds are presented with no
pause between the sounds or phonemes.
Words with 4 sounds are presented with a 1-second
pause between the sounds or phonemes (e.g., b-a-n-k, s-coo-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-ack).
18
Same as unit 17, but words are presented with no
pause between the sounds or phonemes.
19
Same as unit 18.
Level 1 Activities
.....
EARLY READING
Sound Slide
.........................................................................
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.)
Units
1
Two-syllable compound words are presented with a
½-second between syllables.
2
Two-syllable compound words are presented with a 1second between syllables.
10 Same as unit 9 except words are presented with a 1second pause between a blended consonant-vowel and a
consonant.
11
3
Two-syllable words are presented with a ½-second
pause between syllables.
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).
4
12
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 1second between the initial sound and the remaining
sounds.
Same as unit 11, except words are presented with a 1second pause between a blended consonant-vowel and a
consonant blend.
13
Words with three sounds are presented with a ½second pause between the sounds (e.g., r-u-g, b-a-th, shee-p).
14
Same as unit 13, except words are presented with a 1second pause between the 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).
Lexia Reading Š Teacher’s Guide to the Student Software
2-5
2
EARLY READING
Level 2 Activities
LEVEL 2 ACTIVITIES
Level 2 activities increase general letter knowledge, introduce basic sound/symbol correspondence, and reinforce
listening for beginning and ending sounds. Sound/symbol correspondence for consonants, short vowels, and consonant
digraphs are presented, with pictures to reinforce meaning.
Consonant Tree I (t, b, m, s, k, f)
Focus To increase students’ knowledge of sound/symbol correspondence for selected
consonants, and to reinforce discrimination and identification of these sound/symbol
correspondences in the initial and final positions.
Units
14
See page 2-7
Consonant Tree II (p, g, r, n, d, z, l)
Focus To increase students’ knowledge of sound/symbol correspondence for selected
consonants, and reinforce discrimination and identification of these sound/symbol
correspondences in the initial and final positions.
Units
16
See page 2-7
Consonant Tree III (c, h, j, v, w, y) /
(b/p, d/t, f/v, g/k, s/z, m/n, l/r, y/w, c/g, h/w)
Focus To increase students’ knowledge of sound/symbol correspondence for selected
consonants and consonant digraphs and to reinforce discrimination and identification of them in
initial positions. Increases students’ ability to discriminate between letters with similar sounds in
both beginning and ending positions.
Units
12
See page 2-8
Short Vowel Crate (a, e, i, o, u)
Focus To increase students’ knowledge of sound/symbol correspondence for the short vowels,
and to reinforce discrimination and identification of these sound/symbol correspondences in their
initial position.
Units
9
See page 2-9
Consonant Pairs (sh, th, wh, ch)
Focus To increase students’ ability to discriminate between consonant digraphs that differ only
in voicing in beginning and final positions.
Units
9
See page 2-10
2-6 Lexia Reading Š Teacher’s Guide to the Student Software
Level 2 Activities
.....
EARLY READING
Consonant Tree 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.
Units
1-6 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.
Consonant Tree II (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.
Lexia Reading Š Teacher’s Guide to the Student Software
2-7
2
EARLY READING
Level 2 Activities
Units
1-7 Individual letters (p, g, r, n, d, z, l) are presented in conjunction with a picture of a word that begins with that letter.
In the initial sound-identification task, the student is asked to choose between two letters. The foil is one of the letters
listed above.
8
Review letters from units 1–7 as beginning sounds.
9-15
Individual letters (p, g, r, n, d, z, l) are presented in conjunction with a picture of a word that ends with that letter.
In an ending sound-identification task, letters are compared to a foil that is one of the letters from these units.
16
Review letters from units 9–15 as ending sounds.
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).
Units
1-6 Individual letters (c, h, j, v, w, y) are presented in conjunction with a picture of a word that begins with the letter. In
an initial sound-identification task, letters are compared to a foil that is one of the letters listed above.
7
Review letters from units 1–6 as beginning sounds.
8 Letters with similar sounds (b/p, t/d, f/v, k/g, s/z, m/n) are presented in conjunction with a picture of a word that
begins with one of the letters.
9 Letters with similar sounds (b/p, t/d, f/v, k/g, s/z, m/n) are presented in conjunction with a picture of a word that
ends with one of the letters.
10 Letters with similar sounds (p/b, d/t, f/v, g/k, r/l, l/r, z/s, n/m) are presented in conjunction with a picture of a
word that begins with one of the letters.
11 Letters with similar sounds (p/b, d/t, f/v, g/k, r/l, l/r, z/s, n/m) are presented in conjunction with a picture of a
word that ends with one of the letters.
12
Letters with similar sounds (h/w, v/f, c/g, w/y, y/w) are presented in conjunction with a picture of a word that
begins with one of the letters.
2-8 Lexia Reading Š Teacher’s Guide to the Student Software
Level 2 Activities
.....
EARLY READING
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).
Units
1-2 Individual vowels (a, i) in conjunction with a picture of a word that begins with that letter. In the initial soundidentification 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).
Lexia Reading Š Teacher’s Guide to the Student Software
2-9
2
EARLY READING
Level 2 Activities
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.
Units
1-4 Consonant digraphs (sh, th, wh, ch) are presented in conjunction with a picture of a word that begins with that
digraph. In the initial sound-identification task, letters are compared to a foil that is one of the digraphs listed above.
5
6-8
9
Review digraphs from units 1–4 as beginning sounds.
Consonant digraphs (sh, th, ch) are presented in conjunction with a picture of a word that ends with that digraph.
Review digraphs from units 6–8 as ending sounds.
2-10 Lexia Reading Š Teacher’s Guide to the Student Software
P RIMARY R EADING
.....
...................................
LEVEL 1 ACTIVITIES
3
Level 1 activities improve phonemic awareness skills, sound/symbol correspondence, and recognition of high-frequency
words for mid-kindergarten to early grade one students. Emphasis on phonological awareness of sound segments
reinforces word-attack strategies necessary for automatic recognition of short-vowel words. Comprehension of sight
words in phrases is also reinforced.
Sounds to Letters
Focus
To reinforce phonemic awareness and the ability to map sounds onto letters.
Units
28
Words
76
See page 3-2
Consonant Castle
Focus To reinforce sound/symbol correspondence for consonants and increase awareness of
initial and final sound segments.
Units
Words
12
150
See page 3-3
Sight Word Search
Focus
To develop automatic recognition of pre-primer high-frequency irregular words.
Units
28
Words
150
See page 3-4
Sort b, d, p
Focus
To develop visual discrimination of reversible letters (b, d, p).
Units
9 (increasing in difficulty from one to four letters)
See page 3-5
Short Vowel Match
Focus
To develop sound/symbol correspondence skills with short vowels.
Units
7 (increasing in difficulty from two to five vowels)
See page 3-5
Lexia Reading Š Teacher’s Guide to the Student Software
3-1
PRIMARY READING
3
Level 1 Activities
Sounds to Letters
.........................................................................
Purpose
Sounds to Letters is designed to reinforce phonemic
awareness skills, and to develop the ability to map sound patterns
onto letter patterns. Its activities involve short-vowel CVC words.
Prerequisite
Phonemic awareness of sounds in CVC words.
Task Description
Sounds to Letters consists of two tasks:
1.
Each seal represents a sound and is a placeholder for each
sound position. The student hears the word and drags a token
down to the initial, middle, and final sound spot. The program
repeats the sounds after the student drops the tokens to the correct sound position, and then repeats the whole word when the
student finishes.
2.
The student hears the word and drags down the correct letters
to spell the dictated words. The program repeats the sounds after the student moves the letters (Move-It-And-Say-ItTechnique), and then repeats the whole word when the student finishes.
Units
1-2
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
3-2 Lexia Reading Š Teacher’s Guide to the Student Software
Short-a Words
bag, bat, cab, can, dad, fan, ham, hat, mad, man, map, mat,
nap, pan, rag, rat, sad, tag, wag, van
Short-i Words
bib, big, fin, him, hit, kid, lid, lip, pig, pin, wig, win
Short-o Words
cop, dog, dot, fog, hop, hot, job, jog, log, mom, mop, pop,
pot, sob, top, hog
Short-u Words
bug, bun, bus, cub, cup, gum, hut, mud, mug, nut, rug, run,
sub, sun, tub, tug
Short-e Words
bed, hen, leg, men, net, peg, red, ten, vet, web, wet
Level 1 Activities
.....
PRIMARY READING
Consonant Castle
.........................................................................
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.
Units
Units 1-9, Beginning Sounds
w
tap, ten, top, tub, tip, tab, tug, tan, tag
1
m, s
y
yet, yip, yes, yap
2
b, r
z
zip, zap
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
g beg, big, bug, dug, fog, hug, jog, log, mug, wig, dog,
leg, bag, pig
c
cup, cub, cap, cut, can, cat, cob
m
d
dam, den, did, dug, dip, dad, dot, dim, dog, dig
f
fan, fed, fog, fit, fig, fox, fun, fat, fin, fib
n can, fan, fin, hen, men, pan, pen, ran, run, sun, ten,
van, win
g
gas, get, got, gap, gum
h
ham, hen, hum, him, hog, hut, hug, hid, hat, hit, had,
has
Units 10-12, Ending Sounds
10
g, m, x
11
t, b, n
12
p, d, s
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
cup, dip, hop, lip, mop, rip, sip, tap, top, zip, lap, map
j
jab, jet, job, jam, jug, jog
p
k
kid, keg, kit
d
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
ham, hem, him, hum, jam, Sam, Pam
bed, Ted, fed, hid, kid, led, lid, mad, mud, nod, red,
sad, had, dad
s
bus, yes, gas
Lexia Reading Š Teacher’s Guide to the Student Software
3-3
PRIMARY READING
3
Level 1 Activities
Sight Word Search
.........................................................................
Purpose Sight Word Search is designed to develop automatic
recognition of pre-primer high-frequency irregular words in
isolation, in phrases, and in sentences.
Prerequisite
Basic knowledge of letters. No previous
knowledge of pre-primer sight words is required.
Task Description
Sight Word Search consists of three tasks:
1.
The program dictates and spells a word as it displays onscreen. The student finds the word hidden in the picture and
clicks it.
2.
The student constructs the same word from letters scrambled
on-screen (includes one foil letter), first by copying them, and
then from memory.
3.
The program dictates a phrase that is displayed on-screen with a missing word. The student clicks a word (from two or
more) to complete the phrase.
Units
1
the
19
you
2
to
20
where
3
phrases from units 1 & 2
21
phrases from units 19 & 20
4
here
22
phrases/sentences with words from units 14, 15, 19, 20
5
down
23
automaticity game
6
phrases from units 4 & 5
24
blue
7
phrases/sentences with words from units 1, 2, 4, 5
25
yellow
8
automaticity game
26
phrases 24 & 25
9
one
27
phrases/sentences with words from units 19, 20, 24, 25
28
automaticity game
10
two
11
phrases from units 9 & 10
12
phrases/sentences with words from units 4, 5, 9, 10
13
automaticity game
14
come
15
said
16
phrases from units 14 & 15
17
phrases/sentences with words from units 9, 10, 14, 15
18
automaticity game
3-4 Lexia Reading Š Teacher’s Guide to the Student Software
Level 1 Activities
.....
PRIMARY READING
Sort 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
1
b, d, p
6
gib, gid, gip
2
ib, id, ip
7
brag, drag, prag
3
bi, di, pi
8
bing, ding, ping
4
bit, dit, pit
9
ribs, rids, rips
5
big, dig, pig
Short Vowel Match
.........................................................................
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 shortvowel sounds to key words and pictures.
Units
1
a, i
Key Words
2
a, i, o
a
apple
3
a, o, e
e
elephant
4
e, o, u
i
igloo
5
i, o, u, e
o
octopus
6
a, i, e, u
u
umbrella
7
a, i, o, u, e
Lexia Reading Š Teacher’s Guide to the Student Software
3-5
3
PRIMARY READING
Level 2 Activities
LEVEL 2 ACTIVITIES
The activities in Level 2 are designed to reinforce word-attack strategies necessary for automatic recognition of highfrequency sight words, short-vowel CVC words, and short-vowel words with blends and digraphs. There is continued
emphasis on sound-segmentation skills at the word level as well as comprehension at the word, phrase, and sentence
levels.
Sounds to Letters II
Focus
To reinforce phonemic awareness and the ability to map sounds onto letters.
Units
20
Words
150
See page 3-7
Consonant Blast
Focus To reinforce sound/symbol correspondence for consonants, consonant digraphs
and consonant blends in initial and final positions in one-syllable words.
Units
Words
15
150
See page 3-8
Sight Word Search II
Focus
To develop automatic recognition of primer high-frequency irregular words
Units
28
See page 3-9
Short Vowel Bridge
Focus To develop automaticity for sound/symbol correspondence with short vowels and
reinforce sound-segmenting skills.
Units
Words
10
70
See page 3-9
Picture-Word Match
Focus To reinforce reading comprehension skills by matching pictures to words, phrases,
and sentences.
Units
12 (increasing in difficulty from two to five vowels)
See page 3-10
3-6 Lexia Reading Š Teacher’s Guide to the Student Software
Level 2 Activities
.....
PRIMARY READING
Sounds to Letters II
.........................................................................
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.
Units
1-2
mixed CVC
3-10
CVC and CCVC
11-16
CCVC and CVCC
17-20
mixed random
CVC Words
bug, 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 Words
clap, clam, club, crab, crib, clip, drum, drip, flag, frog, grin, glad, scab, stop, stem, step, spot, swim, trot, twin
CVCC Words
band, 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
Lexia Reading Š Teacher’s Guide to the Student Software
3-7
3
PRIMARY READING
Level 2 Activities
Consonant Blast
.........................................................................
Purpose Consonant Blast is designed to reinforce sound/symbol
correspondence for beginning and ending consonant digraphs and
blends in one-syllable words (CCVC and CVCC), as well as
beginning consonants in CVC detached syllables (word parts). It
helps to increase students’ awareness of initial and final sound
segments within words and detached syllables.
Prerequisite
Familiarity with sound/symbol correspondence for
consonants and consonant digraphs.
Task Description
Consonant Blast consists of two tasks:
1.
The student completes the spelling of dictated words by selecting
the correct initial or final consonant, consonant digraph or consonant blend. Total possible responses in each session: 10.
Untimed.
2.
The student listens to a dictated word (or detached syllable), and clicks it as quickly as possible. Timed.
Units
1
sh, wh
ship, shop, shot, shut, shelf, shell
whip, when, whiz, which, whack
much, rich, such, which
lick, rock, sack, sock, neck, stuck, back, kick, sick, black,
pick, check, Jack, deck, Rick, lock, block, duck, luck
2
th, ch
that, this, thin, then, than, them, thank, think, thing, thick
chat, chop, chin, check, chunk, chips
10
3
st, sn, sk
step, stop, still, stand, stick, sting, stuck, stump, stung
snap, snag, snip, snack, sniff
skip, skunk, skin, skill
11
4
sl, sp, sm
slam, slid, slip, sled, slap
spun, spot, spit, spin, spell, spill
smell, smack, smash, small
12
5
gr, gl, tr
grab, grin, grip, grass
glob, glad, Glen, glass
trip, trap, trot, trunk, track, trick, trash
13
6
14
cl, dr, fl
clam, club, clap, clip, cloth, cliff, click, clock
drop, drip, drag, drum, dress, drink
flap, flag, flash, flock, flat, flip
7
br, pl, bl
bran, bring, brick, brush
plan, plum, plot, plop, plug, plant, plus
block, blink, bless, black, blast, blank
8
sh, th
dish, fish, wish, hush, rush, trash, crash, flash
moth, math, with, cloth, bath
9
ch, ck
3-8 Lexia Reading Š Teacher’s Guide to the Student Software
nt, lk
sent, hunt, dent, tent, went, rent, mint, bent
milk, silk, bulk, hulk, sulk
ng, nd
ring, lung, rang, sing, song, hung, king, long, wing, bring,
thing, bang, sang
pond, band, bend, sand, send, hand, land, end
nk, st
bank, wink, sink, sank, tank, pink, drink, think, junk, sunk,
skunk, trunk
dust, list, lost, rest, rust, nest, best, fast, west, test
ft, mp
gift, soft, lift, drift, shift, swift, raft, craft, draft
dump, pump, damp, jump, stamp, camp, lamp, chimp,
bump
m, n, r, v, h
min, mon, mun, mel, mex, mod, mul
nas, neg, nev, nom
rab, ras, rec, ref, rel, rep, res
vel, val, vac, ven, vin
hab, han, hap, het, hic, hin, hob, hos
15
t, s, l, b, p
tum, tem, tes, tet, tim, toc
sab, sac, sal, sec, sen, sep, seg, sil, sim, sud, suf, sug, sul, sus
lan, las, lat, lav, lec, lem, lep, lev, lex, lib, lim, lin, lof, lum
bal, bam, bod, bas, bom, bev, bis, bon, bos, bot, buf
peb, pel, pes, pol, pon, pom, pos, pud, pul, pum
Level 2 Activities
.....
PRIMARY READING
Sight Word Search II
.........................................................................
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
1
all
11
2
there
12
3
phrases from units 1 & 2
phrases and sentences with
words from units 4, 5, 9 & 10
4
what
13
automaticity game
phrases and sentences with
words from units 14, 15, 19 & 20
5
they
14
was
23
automaticity game
phrases from units 4 & 5
15
who
24
black
16
phrases from units 14 & 15
25
brown
26
phrases from units 24 & 25
automaticity game
phrases and sentences with
words from units 9, 10, 14 & 15
are
18
automaticity game
phrases and sentences with
words from units 19, 20, 24 & 25
19
three
28
6
7
phrases and sentences with words
from units 1, 2, 4 & 5
8
9
10
do
phrases from units 9 & 10
17
20
four
21
phrases from units 19 & 20
22
27
automaticity game
Short Vowel Bridge
.........................................................................
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.
Lexia Reading Š Teacher’s Guide to the Student Software
3-9
PRIMARY READING
3
Level 2 Activities
Units
1
a, i (untimed, then timed)
2
a, o, i
a words bag, bat, dam, fan, fat, gas, ham, hat, jab, lad,
lap, mad, nag, pan, sap, van, wag
3
a, i, u
i words
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
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
a, i, o, u, e
Picture-Word Match
.........................................................................
Purpose Picture-Word Match is designed to reinforce reading
and listening comprehension skills. It gives practice in reading
short-vowel CVC and CVCC words in the context of increasingly
complex phrases. Listening skills are enhanced by answering silly
questions.
Prerequisite
Familiarity with sound/symbol correspondence for
consonants and short vowels.
Task Description
Picture-Word Match consists of three tasks:
1.
Choose one of three pictures to match a word or phrase.
2.
Choose one of three words or phrases to match a picture.
3.
Answer simple yes or no questions about the new words that
have been learned.
Units
1 (a)
2 (a, i)
bat, can, dad, map, van, pan, cat, hat
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
3-10 Lexia Reading Š Teacher’s Guide to the Student Software
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
.....
PRIMARY READING
Level 3 Activities
LEVEL 3 ACTIVITIES
Level 3 activities reinforce automatic recognition of high-frequency sight words. The level also incorporates the wordattack 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 Change
Focus
To reinforce sound segmentation and sound/symbol correspondence skills.
Units
10
Words
75
See page 3-12
Sight Word Search III
Focus
To develop automatic recognition of first-grade high-frequency irregular sight words.
Units
26
See page 3-12
Silent -e Switch
Focus To develop automaticity with short- and long-vowel words marked by silent-e through
visual and auditory discrimination activities.
Units
Words
21
90
See page 3-13
Fast Find
Focus
To reinforce automaticity by matching words with pictures.
Units
10
Words
85
See page 3-14
Silent -e Score
Focus
To reinforce the concept of the silent-e marker for long-vowel sounds.
Units
14
See page 3-15
Lexia Reading Š Teacher’s Guide to the Student Software
3-11
PRIMARY READING
3
Level 3 Activities
Sound Change
.........................................................................
Purpose Sound Change is designed to increase soundsegmenting and word-recognition skills for short-vowel CVC
words.
Prerequisite
Knowledge of sound/symbol correspondence for
consonants and short vowels.
Task Description
Sound Change consists of two tasks:
1.
The student clicks a letter to change the dictated word to a new
word, e.g., “Change bun to sun.”
2.
The student clicks dictated words from a list. Correct responses
gradually build a robot who jumps up and down when the task
is complete.
Units
1
bat, hat, fat, mat, sat, cat, rat
6
bib, bin, bid, bit, big
2
lab, cab, nab, jab, tab, gab
7
lid, lip, tip, sip, sit, pit, pig, fig, fin, fit, hit, him, hid
3
dog, dot, lot, log, fog, jog
8
bit, big, bag, bug, but, bat, bad, bed, bet
4
bug, bun, bus, bud, but
9
ham, him, hid, hit, hat, hot, hut, hum
5
let, vet, get, net, pet, pen, hen, men, met
10
bat, fat, fit, pit, pet, pot, lot, let, lit, lip, lap, tap, tag,
tug, hug, bug, bag
Sight Word Search III
.........................................................................
Purpose Sight Word Search III is designed to develop automatic
recognition of first-grade high-frequency irregular words in
isolation, in phrases, and in sentences.
Prerequisite
Ability to read pre-primer and primer sight words.
Task Description Sight Word Search III consists of one task,
plus a set of review tasks:
1.
The program dictates a word as it is displayed on the screen.
Then the student searches for the word hidden in a grid of letters.
Review:
1.
The student clicks the dictated words.
2.
The student unscrambles letters to spell dictated words.
3.
The student clicks a word to complete the phrase.
3-12 Lexia Reading Š Teacher’s Guide to the Student Software
Level 3 Activities
.....
PRIMARY READING
Units
1
some
9
once
15
have
23
live
2
were
10
any
16
again
24
round
3
4
walk
11
old
17
review units 14–16
25
review units 22–24
review units 1–3
12
review units 9–11
18
want
26
5
from
13
19
could
6
of
20
know
7
every
21
review units 18–20
8
review units 5–7
22
give
review units 1–11
(concentration-style word
game)
14
just
review units 14–21
(concentration-style word
game)
Silent-e Switch
.........................................................................
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 longvowel (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.
Units
Easy short- and long-vowel (silent-e) words (CVC, CVCe)
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
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
2
long or short a (Task 3) at, cap, can, fad, fat, mad,
mat, rat, scrap, glad, sam, man, van, plan
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
3
8
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
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
Lexia Reading Š Teacher’s Guide to the Student Software
3-13
3
PRIMARY READING
Level 3 Activities
Medium difficulty short- and long-vowel (silent-e) words (CCVC or CVCC, CCVCe)
11 all vowels (Task 1)
18 long or short a, o, e (Task 3)
12
long or short a, i, o (Task 3)
19
13
long or short a, i, o (Task 2)
word list for Units 11-19
14
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)
Difficult short- and long-vowel (silent-e) words
20 all vowels (Task 1)
21
all vowels (Task 3)
long or short a, o, e (Task 2)
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
Fast Find
.........................................................................
Purpose Fast Find is designed to develop automatic recognition
of short-vowel words containing consonant blends and digraphs,
and long-vowel words marked by silent-e, with or without
consonant blends and digraphs. Matching pictures with words and
completing sentences emphasizes meaning and comprehension.
Prerequisite
Familiarity with sound/symbol correspondence for
consonants, consonant blends and digraphs, short vowels, and long
vowels (silent-e).
Task Description The student matches words with pictures (first
untimed, then timed).
Units
1
short-vowel words with ending consonant blends or digraphs: bell, tent, sand, hand, bank, king, hung, nest, vest,
lamp, pump, milk, belt, path, bath, sack, neck, pond
2
short-vowel words with beginning consonant blends or digraphs: stop, frog, crab, crib, sled, clam, club, trap, drum,
skin, flag, ship, shop, whip
3
words from units 1 & 2
4
short-vowel words with both beginning and ending consonant blends or digraphs: shelf, blimp, drink, brush, crust,
stump, plant, frost, cloth, strap, splash, stamp, bench, clock, chest
5
words from units 1, 2 & 4
6
long-vowel (silent-e) words without consonant blends or digraphs: cape, cone, cave, bone, cane, cake, fire, gate, kite,
hole, hose, home, lake, bike, rake, mule, safe, tire, vine, nose, rose, wave, vase
7
words from units 4 & 6 (CCVCC, CVCe)
8 long-vowel (silent-e) words with consonant blends and digraphs: crate, plane, grape, plate, flame, prize, stripe, spike,
bride, spine, globe, shore, stone, smoke, store, flute
9
10
words from units 6 & 8
words from all units
3-14 Lexia Reading Š Teacher’s Guide to the Student Software
Level 3 Activities
.....
PRIMARY READING
Silent-e Score
.........................................................................
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.
Units
Easy short-vowel words (CVC) and long-vowel (silent-e, CVCe) 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
More difficult short-vowel words (CCVCC) and long-vowel (silent-e, CCVCe) words:
8 (a, i)
a words blade, blaze, brave, crate, grave, plane, scrape,
shade,
stake, whale, back, blank, chant, clang, cramp, draft,
9 (a, i, o)
flash, grab, grasp, rang, sprang, splash, tramp, whack
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)
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
Lexia Reading Š Teacher’s Guide to the Student Software
3-15
3
PRIMARY READING
Level 4 Activities
LEVEL 4 ACTIVITIES
Level 4 activities reinforce word-attack strategies necessary for automatic recognition of words containing vowel
combinations and vowel-r, as well as to review short- and long-vowel (silent-e) words. There is continued emphasis on
phonological awareness and sound-segmentation skills at the word level. Exercises containing sentences and paragraphs
are included to reinforce comprehension by providing practice in applying word-attack strategies to contextual material.
Conceptual reasoning activities are introduced to emphasize higher-order thinking skills.
Word Hunt
Focus
To apply word-attack strategies in context by reading sentences and paragraphs.
Units
20
See page 3-17
Sight Word Search IV
Focus
To develop automatic recognition of second-grade high-frequency irregular words.
Units
26
See page 3-17
Word Stairs
Focus
To reinforce sound/symbol correspondence for vowel-r combinations through word
construction and sentence reading.
Units
Words
13 (with six branching practice units)
65 (vowel-r) plus sentences
See page 3-18
Pirate Ship
Focus
To reinforce sound/symbol correspondence and develop automaticity with vowelcombination words.
Units
Words
28
190
See page 3-19
Group It I
Focus
To emphasize meaning and develop conceptual reasoning skills by associating related
words.
Units
13
See page 3-20
3-16 Lexia Reading Š Teacher’s Guide to the Student Software
Level 4 Activities
.....
PRIMARY READING
Word Hunt
.........................................................................
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
Unit 5
sentences containing short-vowel words with beginning and ending blends or digraphs (CCVCC)
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)
Sight Word Search IV
.........................................................................
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 student 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:
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 sentence.
Lexia Reading Š Teacher’s Guide to the Student Software
3-17
3
PRIMARY READING
Level 4 Activities
Units
1
does
10
would
19
first
2
many
11
your
20
always
3
very
12
review units 9–11
21
review units 18–20
4
review units 1–3
13
review units 1–11
22
before
5
goes
14
because
23
which
6
says
15
friend
24
green
7
been
16
buy
25
review units 22–24
8
review units 5–7
17
review units 14–16
26
review units 14–24
9
why
18
orange
Word Stairs
.........................................................................
Purpose Word Stairs is designed to reinforce sound/symbol
correspondence for vowel-r combinations. It provides practice in
constructing single words, recognizing words (in isolation as well as
in context), and segmenting words into single consonants, consonant
blends and digraphs, and vowel-r combinations.
Prerequisite
Knowledge of sound/symbol correspondence for
consonants, consonant blends and digraphs, and vowel-r
combinations.
Task Description
Word Stairs consists of two tasks:
1.
The program dictates vowel-r words and the student spells them
by clicking letters or letter clusters. The letters must be chosen
and placed on a red line in the correct order. Each time the student spells a word correctly, the slinky climbs another step.
2.
The student clicks vowel-r words to complete sentences.
Units
1
or, ur words
8
ar, or, er sentences
2
or, ur sentences
9
ar, or, ir words with blends
3
ar, ir words
10
ar, or, ir sentences with blends
4
ar, ir sentences
11
ar, or, ur words with blends
5
ar, or, ur words
12
ar, or, ur words with blends
6
ar, or, ur sentences
13
sentences with two incomplete vowel-r words
7
ar, or, er words
3-18 Lexia Reading Š Teacher’s Guide to the Student Software
.....
PRIMARY READING
Level 4 Activities
Pirate Ship
.........................................................................
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.
Units
1
ee, ai
15
ea, ow, oy
2
ee & ai words are used in sentences
16
ea, ow & oy words are used in sentences
3
ee, ai, oa
17
oy, ea, ou as in out
4
ee, ai & oa words are used in sentences
18
oy, ea & ou words are used in sentences
5
ai, oa, oo as in food
19
ou, oy, aw
6
ai, oa & oo words are used in sentences
20
ou, oy & aw words are used in sentences
7
oa, oo, oi
21
ou, aw, oi, ee
8
oa, oo & oi words are used in sentences
22
ou, aw, oi & ee words are used in sentences
9
oo, oi, ay
23
oy, aw, ai, ow
10
oo, oi & ay words are used in sentences
24
oy, aw, ai & ow words are used in sentences
11
ay, oi, ow as in snow
25
oi, ee, ay, oa, oo, ow
12
ay, oi & ow words are used in sentences
26
oi, ee, ay, oa, oo & ow words are used in sentences
13
ow, ay, ea as in eat
27
oy, ea, ay, aw, ou
14
ow, ay & ea words are used in sentences
28
oy, ea, ay, aw & ou words are used in sentences
Lexia Reading Š Teacher’s Guide to the Student Software
3-19
3
PRIMARY READING
Level 4 Activities
Group It I
.........................................................................
Purpose Group It I is designed to develop conceptual reasoning
skills by asking students to group words into appropriate categories
and then associate those words with other words. Practice
categorizing short-vowel words is followed by lists including CVC,
CCVC, CVCC, and silent-e words, as well as some vowel
combinations and r-controlled one-syllable words.
Prerequisite
Ability to read CVC, CCVC, CVCC words, longvowel words marked by silent-e, vowel combination words and rcontrolled words.
Task Description
Group It I consists of two tasks:
1.
Students read the words and sort them into one of 2 categories.
Categories include things, animals, actions, body parts, feelings,
people, inside/outside, food, sleeping, activities, amounts, colors, clothes, shapes, descriptions, and places.
2.
Students match words with other affiliated words, e.g., pond and fish, cup and milk, or plate and dish.
Units
1
8
Inside: mop, desk, lamp, sink
Outside: shed, path, nest, sun, tent, pond
To do: cheer, peek, sleep, sneeze, meet, feed
Body parts: heel, feet, teeth, cheek
2
9
Eating: ham, pan, milk, cup, fish, dish
Sleeping: crib, nap, bed, rest
Body parts: hair, leg, brain, braids
To do: cheer, peek, sleep, sneeze, meet, feed
3
10
Activities: swim, run, ride, hike, camp
Amounts: inch, mile, dime, five, nine
Food: cheese, beef, seed, grape
Animals: snail, deer, sheep, bee, pig, chick
4
11
Colors: pink, black, red, white, brown
Clothes: robe, pants, vest, cap, sock
Objects: boat, soap, coat, toast, goal
Actions: row, mow, throw, moan, blow
5
12
Body parts: nose, face, hip, bone, hand
Sounds: bang, crash, honk, quack, snore
Kitchen: broom, stool, scoop, food, spoon
Places: school, zoo, moon, pool, roof
6
13
To do: brush, skate, drink, drive
Describers: rich, fast, safe, wide, lost, thin
Food: peach, meat, wheat, bean, pea
To do: leap, dream, clean, reach, speak
7
Animals: ape, whale, snake, mule, duck, fish
To do: ate, dive, send, dump
3-20 Lexia Reading Š Teacher’s Guide to the Student Software
.....
PRIMARY READING
Level 5 Activities
LEVEL 5 ACTIVITIES
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 Change
Focus 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
Words
15
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 V
Focus
To develop automatic recognition of third-grade high-frequency irregular words.
Units
26
See page 3-24
Elevator
Focus
To practice constructing and reading two-syllable words in isolation, in sentences, and in
stories.
Units
Words
15 (repeated as necessary with automatic branching)
90
See page 3-25
Group It II
Focus
To emphasize meaning and develop conceptual reasoning skills by associating related
words.
Units
13
See page 3-26
Lexia Reading Š Teacher’s Guide to the Student Software
3-21
3
PRIMARY READING
Level 5 Activities
Super Change
.........................................................................
Purpose Super Change is designed to increase sound segmenting
and manipulation skills, and to reinforce the recognition of words
with short vowels or long vowels marked by a silent-e.
Prerequisite
Knowledge of sound/symbol correspondence for
consonants, consonant blends and digraphs, short and long vowels,
and the function of the silent-e marker. Students should have the
ability to segment words into sounds.
Task Description
Super Change consists of two tasks:
1.
The student replaces one letter (or letter cluster) of a word to
spell the dictated words (e.g., change stung to sting).
2.
The student clicks dictated words from a list.
Units
1
pile, mile, mule, mole, sole, sore, core, care, cure, pure, pore, pole
2
stack, sack, rack, crack, track, trick, tick, stick, sick, slick, flick, flack, lack, black, back, tack
3
ring, bring, bing, sing, sting, stung, sung, slung, sling, slang, sang, rang
4
blend, lend, tend, tent, sent, send, sand, stand, stank, sank, bank, blank, bland, band, bend
5
think, thank, bank, ban, bath, path, pan, pin, pink, link, blink, blank, bank, rank, rink, sink, wink
6
hint, hunt, runt, rent, rest, rust, must, mast, mask, task, tank, bank, sank, sand, band, bend, tend, tent, tint
7
grip, gripe, grape, gape, gate, grate, crate, rate, late, plate, slate, slat, slap, lap, rap, trap, strap, strip, stripe, tripe, trip, rip
8
swine, spine, spite, spit, spin, span, pan, pin, pine, line, lane, plane, pane, wane, wade, wide, wipe, swipe
9
slap, slip, sip, ship, shop, lop, slop, slope, lope, rope, ripe, gripe, grime, grim, gram, ram, Sam, slam
10
scram, cram, tram, trap, strap, strop, stop, step, strep, strap, trap, track, trick, truck, struck, strum, scrum
Detached Syllables:
11
pim, sim, sem, sep, mep, mip, mup, sup, sut, lut, lub, lob, tob, ton, tan, tam, mam, mim
12
pate, sate, site, sipe, sibe, sobe, mobe, mone, mune, mute, mite, mete, dete, pete, lete, lote, pote
13
min, mine, mune, mun, lun, len, lene, rene, rine, rite, rit, ret, rete, mete, mite, mit
14
pon, spon, spen, spet, set, ret, bret, brit, bit, blit, blat, glat, gat, grat, gran, gan, gon
15
gup, gump, gamp, gam, mam, man, mant, mont, gont, gunt, gut, tut, tust, fust, funt, fint, fist, fost, gost, got, gop
3-22 Lexia Reading Š Teacher’s Guide to the Student Software
Level 5 Activities
.....
PRIMARY READING
Add It
.........................................................................
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
1
s, es, ing (plus sentences)
6
est, er, y (plus sentences)
2
ed, es, ing (plus sentences)
7
y, ment, ish (plus sentences)
3
ed, ness, less (plus sentences)
8
ment, ish, ly (plus sentences)
4
ness, less, ful (plus sentences)
9
y, ly, en (plus sentences)
5
ful, est, er (plus sentences)
10
en, ed, es (plus sentences)
Word Lists
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
Lexia Reading Š Teacher’s Guide to the Student Software
3-23
3
PRIMARY READING
Level 5 Activities
Add It Word Lists, continued
ly:
badly, blankly, bravely, clearly, dimly, fondly, frankly, gladly, grandly, gravely, lately, likely, lonely, loudly, mainly,
manly, nearly, purely, sadly, safely, shapely, stately, timely
ment:
basement, casement, pavement, payment, shipment, statement
ful: careful, cheerful, dreadful, fearful, fretful, grateful, hateful, helpful, hopeful, lawful, needful, spoonful, thankful,
useful, wishful
ish:
bookish, boyish, British, foolish, girlish, greenish, selfish, sickish
en:
deepen, frighten, lighten, maiden, sharpen, shrunken, silken, wooden, woolen
Sight Word Search V
.........................................................................
Purpose Sight Word Search V is designed to develop automatic
recognition of third-grade high-frequency irregular words in
isolation, in phrases, and in sentences.
Prerequisite Ability to read pre-primer, primer, first-, and
second-grade sight words.
Task Description
Sight Word Search V consists of two tasks and
the review exercises:
1.
The program dictates a word as it displays on-screen. The student copies the word by typing it.
2.
The program dictates a word, but it is not displayed on-screen.
From memory, the student types in the missing letters to spell
the word.
Review:
1.
The student clicks the dictated words.
2.
The student unscrambles letters to spell dictated words.
3.
The student clicks a missing word to complete the sentence.
Units
1
done
11
shall
21
review units 18–20
2
laugh
12
review units 9–11
22
warm
3
light
13
review units 1–11
23
about
4
review units 1–3
14
grow
24
their
5
hurt
15
seven
25
review units 22–24
6
carry
16
only
26
review units 14–24
7
full
17
review units 14–16
8
review units 5–7
18
today
9
own
19
purple
try
20
eight
10
3-24 Lexia Reading Š Teacher’s Guide to the Student Software
Level 5 Activities
.....
PRIMARY READING
Elevator
.........................................................................
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 correct, 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.
Units
1–3
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)
Lexia Reading Š Teacher’s Guide to the Student Software
3-25
3
PRIMARY READING
Level 5 Activities
Group It II
.........................................................................
Purpose Group It II is designed to develop conceptual
reasoning skills asking students to group words into appropriate
categories and then associate those words with other words.
Includes practice categorizing r-controlled and vowel-combination
words with one or two syllables. Compound words are also
included.
Prerequisite
Ability to read one- and two-syllable r-controlled
and vowel combination words, and compound words.
Task Description
1.
Students sort words into two categories. Categories include
things, animals, actions, body parts, feelings, people, inside, outside, food, sleeping, activities, amounts, colors, clothes, shapes,
descriptions, and places.
2.
Students match words with other affiliated words, e.g., skirt and shirt, king and queen, or corn and beans.
Units
1
Nature: storm, dirt, thorn, star, corn, marsh
House: fork, porch, yard, car
9 Travel: railroad, airplane, steamship
Outside: playground, haystack, rainbow, backyard,
moonlight
Food: pancake, oatmeal, peanut, popcorn
3
10
Places: barn, farm, park, porch, fort
To hear: harp, bark, story, horn, speech
2
Animal: stork, mouse, sea, shark, chimp
Outside: farm, barn, porch, beach, roof
4
Places to sit: porch, couch, bench, throne, chair
Sounds: chirp, boom, bark, growl, squeak
5
Food: corn, beans, peach, soup, toast
Animals: bird, sheep, horse, moose, toad
6
Things to wear: scarf, shirt, skirt, shorts
Fire: spark, burn, torch
In the sky: sun, moon, cloud, stars, jet
7
In the band: horn, march, drums, toot, songs
At the castle: king, queen, crown, throne
Outside: yard, park, dirt
8
Sports: ballpark, baseball, football, softball
At the beach: tugboat, lifeboat, starfish, lighthouse,
seaweed
Weather: snowstorm, sunshine, raindrop
3-26 Lexia Reading Š Teacher’s Guide to the Student Software
Outside: sidewalk, snowball
People: playmate, himself, herself, outlaw
School: notebook, classroom, blackboard, whiteboard,
backpack, lunchbox
11 Animals: rabbit, kitten, raccoon
Picnic: napkin, basket, blanket, muffin, sandwich
Inside: attic, pillow, bathtub, hammer
12 Clothes: button, zipper, cotton, mitten
Outside: summer, garden, sunshine, tennis
Food: salad, apple, chowder, frosting
13
Animals: tadpole, foxes, chickens
Jobs: dentist, nursing, doctor, farmer, teacher
Weather: cloudless, stormy, snowing, coolest
S TRATEGIES FOR O LDER S TUDENTS
.....
...................................
LEVEL 1 ACTIVITIES
4
Level 1 activities reinforce word-attack strategies necessary for automatic recognition of short-vowel one-syllable words
containing consonants, consonant digraphs (two or more consonants that make one sound such as sh or tch), and
consonant blends. Real words and detached syllables (word parts) are included. Phonological awareness of sound
segments in the initial, medial, and final position is emphasized as well as comprehension of single words, phrases, and
sentences.
Focus To reinforce sound/symbol correspondence for short vowels using key words and
pictures. Includes discrimination of short-vowel sounds at the beginning of words.
Units
7
See page 4-2
Focus
To reinforce sound/symbol correspondence for consonants, consonant digraphs, and
consonant blends in initial and final positions in one-syllable words and detached syllables.
Includes a timed task to increase automaticity of word recognition.
Units
19 (13 with real words, 6 with detached syllables)
See page 4-3
Focus To develop automatic recall of sound-symbol correspondence for b, d, and p through
visual and auditory discrimination in initial and final positions.
Units
16
See page 4-5
Focus To develop discrimination of medial short vowels in one-syllable words and detached
syllables. Includes timed activities to develop automaticity (with untimed practice units).
Units
12 (5 with real words, 7 with detached syllables)
See page 4-6
Focus To reinforce automatic word recognition by association of words, phrases, and
sentences with pictures. Includes untimed and timed activities.
Units
9
See page 4-7
Lexia Reading Š Teacher’s Guide to the Student Software
4-1
4
ST R A T E G I E S F O R O L D E R ST U D E N T S
Level 1 Activities
Short Vowel Sounds
.........................................................................
Purpose Short Vowel Sounds is designed to teach
sound/symbol correspondence for short vowels. Each vowel is
associated with an illustrated key word that begins with the vowel
sound. Thus, sound/symbol correspondence for short vowels is
reinforced by association with pictures. Discrimination of the
short-vowel sounds at the beginning of words is also reinforced.
The activity begins by introducing two vowels (a and i) and
systematically progresses to exercises that contain all five vowels.
Prerequisite
No previous knowledge of sound/symbol
correspondence for short vowels is necessary.
Task Description
Short Vowel Sounds consists of four tasks:
1.
The student chooses vowels and listens to their sounds.
2.
The student matches short-vowel sounds with key words and pictures.
3.
The program dictates a sound and the student chooses the corresponding vowel.
4.
The program dictates a word and the student types in the initial vowel.
Units
1
a, i
Key Words
2
a, i, o
a
apple
3
a, o, e
e
elephant
4
e, o, u
i
igloo
5
i, o, u, e
o
octopus
6
a, i, e, u
u
umbrella
7
a, i, o, u, e
The following words are dictated for auditory discrimination of initial short vowels (students are not required to read
these words):
a absent, accent, acid, act, adverb, after, album, ambush, anchor, angle, animal, ankle, answer, astronaut, athlete, atom,
attic
i
ignore, illness, imitate, import, inch, income, increase, index, indicate, indoors, injury, ink, input, insect, interest,
interrupt, itch
o
object, obstacle, occupy, October, odd, offense, offer, office, often, olive, onward, operate, opposite, ostrich, otter,
ox, oxygen
u
ugly, umpire, uncle, under, uphill, upper, uproar, uproot, upset, utter
e
echo, edge, effort, elbow, elevator, elf, empire, empty, enemy, engine, enter, escalator, ever, exercise, expert, extra
4-2 Lexia Reading Š Teacher’s Guide to the Student Software
Level 1 Activities
.....
ST R A T E G I E S F O R O L D E R S T U D E N T S
Consonant Sounds
.........................................................................
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, consonant 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).
Units
Real Words
1 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, hut
j: jab, jam, jet, job, jog, jug
k: keg, kid, kin, kiss, kit
f: fan, fat, fed, fib, fig, fin, fog, fox, fun
v: Val, van, vet, Vic, vim
2
g: gas, get, gem, got, gap
r: rug, red, rot, rib, run, rob, rat, rip, rid
y: yet, yes, yap, yam
c: cob, cop, cup, cub, cap, cut, can, cat
w: wag, web, win, wed, wax, wet, wig
3
t: tap, ten, top, tub, tip, tab, tug, tan, tag
z: zip, zap, zig, zag
l: lad, led, lid, log, lap, lip, let, lit, lot, leg
s: sap, set, sob, sip, six, sub, sun, sat, sad, sag
4
b: bad, bet, bus, box, bud, bun, big, bit, bug, beg
p: pan, peg, pop, pig, pin, pat, pot, pen
d: dam, den, did, dug, dip, dad, dot, dim, dog, dig
m: mad, men, mop, mud, mug, map, mom, met, mat
n: nut, net, nod, nip, nap, not
Lexia Reading Š Teacher’s Guide to the Student Software
4-3
4
ST R A T E G I E S F O R O L D E R ST U D E N T S
Level 1 Activities
Consonant Sounds Word Lists, continued
5
g: beg, big, bug, dug, fig, fog, hug, jog, jug, keg, log,
mug, peg, sag, wig
m: dam, dim, ham, hem, him, hum, jam
n: can, den, fan, fin, hen, men, pan, pen, ran, run, sun, ten,
van, win
x: box, fox, six, wax, tax, mix, fix
6
t: bet, but, cat, dot, wet, get, got, hut, jet, lot, met, not,
pat, rot
b: nab, cob, cub, fib, gab, jab, rib, sob, sub, tab, tub, web,
jjob, lab
p: cap, cup, dip, gap, hop, lip, mop, rip, sap, sip, tap, tip,
top, zip
d: bid, bud, fad, fed, hid, kid, led, lid, mad, mud, nod, red,
rod, sad, wed
7
sh: shed, shin, ship, shop, shot, shut, shelf
wh: whip, when, whiz, which, whack, whiff
ch: chat, chip, chop, chum, chap, chin
th: that, this, thin, then, than, them, thank, think, thing
8
sl: slam, slid, slim, slip, sled
sn: snap, snag, snug, snob, snip
st: stem, step, stop, stun, stiff, still
sp: spun, spot, spit, spin, spell, spill
9
gl: glob, glad, glen, glum, glass
gr: grab, gram, grim, grin, grip
cl: clam, club, clap, clip, clod
dr: drop, drug, drip, drag, drum
tr: trip, trap, trim, trot, trunk, track, trick
10
fl: flap, flag, flesh, flash, flock
pr: prop, prom, prank, print, prompt, press
br: bran, brag, brim, brass, bring, brick, brush
bl: blot, bled, block, blink, blush, bluff, bless
pl: plan, plum, plot, plug, plop, plod
11
sh: sash, cash, dish, fish, rash, dash, mash, wish,
hush, rush, trash
th: moth, path, bath, math, with
ck: lick, rock, sack, rack, sock, neck, stock, speck, stuck
ch: much, rich, such, which
12
ng: ring, rung, lung, rang, sing, song, hung, king
nt: sent, hunt, dent, tent, tint, went, rent, runt, mint, lint
nk: bank, wink, sink, link, sank, tank
lk: milk, silk, bulk, hulk, sulk
st: dust, fast, list, lost, mast, past, pest, rest, rust, nest
4-4 Lexia Reading Š Teacher’s Guide to the Student Software
13
nd: pond, band, mend, bend, sand, send, tend, hand,
land
lt: felt, belt, melt, wilt, tilt
pt: kept, wept, swept, crept, slept
ft: sift, gift, soft, raft, lift
mp: dump, limp, ramp, pump, damp, jump, stump,
cramp, stamp
14
m: min, mon, mel, mex, mod, mul, mun
n: nas, neg, nev, nom
r: rab, ras, rec, ref, rel, rep, res
v: vel, val, vac, ven, vin
h: hab, han, hap, het, hic, hin, hob, hos
15
l: lan, las, lat, lav, lec, lem, lep, lev, lex, lib, lim, lin,
lof, lum
b: bal, bam, bas, bev, bis, bod, bom, bon, bos, bot, buf
p: peb, pel, pes, pol, pon, pom, pos, pud, pul, pum
s: sab, sac, sal, sec, sen, sep, seg, sil, sim, sud, suf, sug, sul,
sus
t: tem, tes, tet, tim, toc, ton, tum
16
n: bon, fen, lan, hin, mon, tun, ven
m: sim, fam, dem, lum, zom, tum
b: lib, fab, rab, peb, sib, reb, wob
t: lat, lit, det, mot, fet, vit
d: mod, fid, med, hud, pud, rad, wid
17
cr: crit, croc, cris, crim, cred, cran
cl: clum, clut, clas, clat, clav, clev, clus
sl: slen, sliv, slan, slov
sh: shim, shab, shep, shat, shiv
ch: chut, chis, choc, chim, cham, chan
18
br: brin, brit, bril, brack, broc, brus
dr: driv, drib, dras, draf, drac, driz
tr: trad, traf, trac, tran, trav, trig, trum, trib, trom
bl: blan, blad, blas, blem, blis, blun, blus, bliz
pl: plen, plas, plex, plun
19
sh: tish, plish, ish, mish, bish, lish
ng: ting, ling, bing, ming, ning
nt: ment, vant, cant, lent, sant, tant
st: est, sist, dest, nast
ct: ject, pect, spect, nect, lect, rect, struct, dict, fect
Level 1 Activities
.....
ST R A T E G I E S F O R O L D E R S T U D E N T S
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.
Units
1
Visual Sort single letters (b, p, d)
11
Visual Sort CCVC ending letter
2
Visual Sort CVC beginning letter
12
Auditory Sort CCVC ending letter
3
Auditory Sort CVC beginning sound
13
Construct CCVC ending letter
4
Construct CVC beginning letter
Units 11, 12, 13 Word Lists
Units 2, 3, 4 Word Lists
b: bag, beg, bet, big, bin, bit, bug, bun
d: dam, den, dig, dim, dog, dot, dug
p: pan, peg, pig, pin, pat, pot, pen, pit
b: club, grab, slab, crab, crib, scab, snob
d: glad, fled, sled, slid, skid, shed
p: crop, step, slap, grip, trip, snap, slip, chip, shop
14
Visual Sort CCVC beginning blends
5
Visual Sort CVC ending letter
15
Auditory Sort CCVC beginning blends
6
Auditory Sort CVC ending sound
16
Construct CCVC beginning blends
7
Construct CVC ending letter
Units 14, 15, 16 Word Lists
Units 5, 6, 7 Word Lists
b: web, rib, job, sob, tub, fib, rob, cab
d: mad, fed, led, kid, lid, nod, mud, rid, wed
p: tip, mop, cup, gap, lip, map, rip, sap
8
Visual Sort CVCC beginning letter
9
Auditory Sort CVCC beginning sound
10
b: brat, blot, brag, brim, bran, bless, brass
d: drag, drug, drum, dress, drill
p: plot, plum, plug, prim, plan, press
Construct CVCC beginning letter
Units 8, 9, 10 Word Lists
b: belt, bulk, bent, bass, bank, bunk, bust, bath
d: dust, dent, dull, disk, desk, dish
p: pant, pelt, pang, past, punt, pact, pest, path
Lexia Reading Š Teacher’s Guide to the Student Software
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ST R A T E G I E S F O R O L D E R ST U D E N T S
Level 1 Activities
Middle Vowels
.........................................................................
Purpose Middle Vowels is designed to increase automatic
retrieval of the sound/symbol correspondences for short vowels
and to develop sound-segmenting skills for CVC, CCVC, and
CVCC words. Emphasis is on medial short-vowel discrimination in
a word or a detached syllable (word part). The exercises begin by
contrasting two vowels in words, and systematically progress to
exercises containing all five vowels. There are both untimed and
timed versions. The untimed version provides practice in
segmenting words as well as discriminating short-vowel sounds in
words or detached syllables. The timed version is designed to
develop automaticity.
Prerequisite
Basic knowledge of sound/symbol correspondence
for short vowels.
Task Description The student chooses the correct short-vowel letter to complete the spelling of dictated words or
detached syllables. There are 10 total possible responses in each session.
Units
Real Words
1 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 Lists
a: bag, dam, fan, fat, gas, ham, jab, lad, lap, mad, nag, pan,
sap, van, wag
e: bed, bet, den, fed, get, hem, jet, led, men, net, peg, red,
set, web, yet
i: bib, bid, big, bit, did, dip, him, hit, kid, lid, nip, pig, rib,
sip, tip, win
o: box, cob, dog, fog, fox, got, hog, hot, job, log, mop,
nod, pop, rot, sob, top
u: bud, bun, bus, cup, dug, fun, hum, hut, mud, rug, run,
tub
Units 4 & 5 Word Lists
a: band, camp, cash, chat, fast, hang, lamp, mast, past,
path, ramp, rash, sash, snag, snap, that
e: bend, mend, nest, pest, rent, send, sent, shed, stem, step,
went
i: chip, dish, fish, fist, list, limp, mist, rich, ship, spin, spit,
whip, with
o: cost, drop, long, lost, pond, shot, song, spot, stop
u: bust, chum, dump, dust, lump, mush, plum, pump, rust,
spun, stun, sung
4-6 Lexia Reading Š Teacher’s Guide to the Student Software
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 Lists
a: 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, fid
o: mon, mod, mol, nom, non, vol, hob, hos, bon, bot, pon,
pom, pos, ton, zom, wob, mot
u: mul, mun, buf, pud, pul, pum, sud, suf, sug, sul, sus,
tum, tut, lum, hud
e: med, mex, neg, nev, rec, vel, ven, lec, lem, lev, bev, peb,
pel, sec, sep, seg, tes, fen, dem, mem
Units 10-12 Word Lists
a: cran, clas, clat, clav, slan, shab, cham, chan, dras, drac,
trad, traf, trav, blan, blad, blas, plas, cant, tant, nast
i: crit, crim, shim, shiv, chim, brit, bril, driv, drib, driz, trig,
blis, bliz, mish, lish, ting, ling, ning, sist
o: croc, clos, choc, broc, bron, trom, grov, pros, prob,
glom
u: clum, clut, clus, chut, brus, trum, blun, blus, plun, duct,
grum, flut, flus, fluc, stut
e: cred, clev, slen, shep, trem, blem, plen, lent, ment, dest,
ject, pect, nect, rect, fect, preg, pres, prem, sten, spec, spen
Level 1 Activities
.....
ST R A T E G I E S F O R O L D E R S T U D E N T S
Short Vowel Words
.........................................................................
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.
Units
1
CVC with a, i, and o plus phrases
bat, cat, dad, fan, ham, hat, lad, map, pan, van, bib, lips,
pig, pin, six, wig, box, dog, dot, fox, log, mom, mop, pot,
top
7 CCVCC plus phrases
crack, plant, splash, stamp, strap, blimp, drink, stick,
block, clock, cloth, frost, brush, crust, stump, bench,
check, chest, shelf, flock (plus phrases)
2
8 Mix 4, 5, and 7 plus phrases
Words from units 4, 5, and 7 (plus phrases)
CVC with u and e plus phrases
bud, bug, bun, cup, hut, mud, mug, nut, rug, sub, sun, tub,
bed, hen, leg, net, vet, web
3
Mix units 1 and 2 plus phrases
Words from units 1 and 2
9
Mix 1, 2, 4, 5, & 7 plus sentences
Words from units 1, 2, 4, 5, 7 (plus sentences)
4
CVCC plus phrases
bank, bath, hand, lamp, sack, king, milk, pond, sink, cash,
gift, pump, belt, bell, desk, neck, nest, vest, tent
5
CCVC plus phrases
clam, crab, flag, trap, crib, ship, slip, skin, whip, stop, frog,
shop, club, drum, sled
6
Mix 4 and 5 plus phrases
Words from units 4 and 5
Lexia Reading Š Teacher’s Guide to the Student Software
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ST R A T E G I E S F O R O L D E R ST U D E N T S
Level 2 Activities
LEVEL 2 ACTIVITIES
Level 2 activities were developed to reinforce word-attack strategies necessary for automatic recognition of short-vowel
words with blends and digraphs and long-vowel (silent e) one- and two-syllable words. There is continued emphasis on
sound-segmentation skills at the sound and word level; exercises containing sentences and paragraphs are included to
provide practice in applying word-attack strategies to contextual material. Level 2 begins with an activity to review
concepts presented in Level 1.
Focus
To reinforce sound/symbol correspondence for consonants, consonant blends and
digraphs, short vowels, and long (silent e) vowels; increase sound-segmenting skills by
manipulating sounds in initial, medial, and final positions within words; includes sentences.
Units
22 (12 with real words, 4 with detached syllables, 6 with sentences)
See page 4-9
Focus
To reinforce automatic recognition of short-vowel versus long-vowel (silent e) words
through auditory and visual discrimination activities.
Units
27 (12 without consonant blends or digraphs, 15 with consonant blends and digraphs)
See page 4-10
Focus To develop automatic recognition of basic sight vocabulary words at the first- and
second-grade level.
Units
20
See page 4-11
Focus To reinforce the ability to construct two-syllable words containing short vowels (closed
syllables) and long vowels (silent-e syllables); includes sentences.
Units
15 (10 with single words, 5 with sentences)
See page 4-12
Focus To reinforce the application of word-attack strategies to reading in context; review
concepts presented in Strategies for Older Students Levels 1 and 2 in related sentences or in
paragraphs.
Units
20
See page 4-13
4-8 Lexia Reading Š Teacher’s Guide to the Student Software
Level 2 Activities
.....
ST R A T E G I E S F O R O L D E R S T U D E N T S
Letter Switch
.........................................................................
Purpose Letter Switch is designed to increase soundsegmenting 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.
Units
Real Words
1 _i_
lid, lip, tip, rip, sip, six, sit, pit, pig, wig, fig, fin, fit, hit, him,
his, hid
12
13
___e
pile, file, mile, mule, mole, more, sore, core, care, cure, pure,
pore, pole
2 ___
fan, fat, fit, bit, pit, pet, pot, got, hot, cot, cut, hut, hug, tug,
bug, bag, ban, can, van
14
3
15
Sentences with words from units 1 & 2
4
Sentences with words from units 10 & 11
_____
slap, slip, ship, shop, slop, slope, rope, ripe, gripe, grime,
grim, gram, slam
Sentences with words from units 13 & 14
____
sad, sand, band, bank, back, sack, sick, sip, sap, trap, slap,
slam, slim, slid, sled, bed, bad
16
5 ___ng
king, bring, sing, sang, rang, rung, lung, sung, stung, sting,
thing, ring, wing, fling
17
6
18 Sentences with words from units 16 & 17
Detached Syllables (word parts)
Sentences with words from units 4 & 5
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
9
Sentences with words from units 7 & 8
______
grip, gripe, grape, scrape, scrap, strap, strip, stripe, wipe,
wine, spine, spin, grin
______
like, lick, lack, lake, cake, rake, rack, rock, stock, stack, stake,
bake, bike
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
10
____k
crack, track, truck, trick, stick, stack, stock, flock, flick,
thick, think, drink, drank, sank, sack
21
11
22
_____
rank, ramp, damp, dump, pump, stump, stamp, camp, cash,
mash, math, bath, bank, sank, sink, wink, blink, blank
_____
cate, nate, grate, grat, grav, grav, grod, plod, plode, plote,
plete, pete, pute, pate
_____
nite, spite, spize, spire, tire, tore, store, plore, plote, mote,
mot, vot, vote, noke, nike
Lexia Reading Š Teacher’s Guide to the Student Software
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ST R A T E G I E S F O R O L D E R ST U D E N T S
4
Level 2 Activities
Short and Long Vowels
.........................................................................
Purpose Short and Long Vowels is designed to reinforce the
concept of “silent e” as a signal (marker) for the long-vowel sound.
It requires:
„ discrimination of short and long vowels
„
sound/symbol association for these vowels
„
the insertion of the silent e marker when necessary
Exercises begin by contrasting two vowels in simple CVC or CVCe
words and progress systematically to contrasting all five vowels in
more complex words with consonant blends and digraphs.
Prerequisite
Requires knowledge of sound/symbol
correspondence for consonants, consonant blends and digraphs,
short vowels, and long vowels (silent e).
Task Description
Short and Long Vowels consists of three tasks:
1.
The student sorts dictated words into two columns according to their short or long vowels as quickly as possible.
2.
The student chooses between two dictated words contrasted by silent e (e.g., “bit, bite”). The words display in a maze
and the student advances through the maze by selecting the dictated words.
3.
The student constructs words as dictated and creates a path through the maze.
Units
No Blends
10
o, u Auditory Sort
18
i, o, u Construct Word
1
a, i Auditory Sort
11
o, u Choose Word
19
e, i Auditory Sort
2
a, i Choose Word
12
o, u Construct Word
20
e, i Choose Word
3
a, i Construct Word
21
e, i Construct Word
i, o Auditory Sort
Blends
22
a, e, o, u Auditory Sort
i, o Choose Word
13
a, i Auditory Sort
23
a, e, o, u Choose Word
6
i, o Construct Word
14
a, i Choose Word
24
a, e, o, u Construct Word
7
o, u Auditory Sort
15
a, i Construct Word
25
a, e, i, o, u Auditory Sort
o, u Choose Word
16
i, o, u Auditory Sort
26
a, e, i, o, u Choose Word
o, u Construct Word
17
i, o, u Choose Word
27
a, e, i, o, u Construct Word
4
5
8
9
Short and Long Vowels Word Lists (No Blends)
a
rat, mad, can, tap, pal, hat, Sam, man, gap, fad, cap, pan, mat, fan, gas, jab, nag, sap
rate, made, cane, tape, pale, hate, same, mane, gape, fade, cape, pane, mate, cave, late, pave, rake, wade
i
bit, pin, rip, Tim, dim, fin, kit, win, din, sit, dip, hit, kid, lid, nip, rib, sip, tip
bite, pine, ripe, time, dime, fine, kite, pipe, dine, site, dive, file, hike, life, pile, size, wide, tire
o
pop, rob, not, tot, cop, rod, mop, cod, dot, hop, fog, got, job, nod, log, cob, jog
pope, robe, note, tote, cope, rode, mope, code, dote, hope, joke, mole, poke, pole, rope, vote, woke
u
us, tub, cub, cut, dud, bud, bun, cup, dug, hum, hut, mud, rug, jug, nut, mug
use, tube, cube, cute, dude, rude, dune, mule, pure, rule, tune
e
pet, hem, vet, yes, beg, den
Pete
4-10 Lexia Reading Š Teacher’s Guide to the Student Software
Level 2 Activities
.....
ST R A T E G I E S F O R O L D E R S T U D E N T S
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
Sight Words
.........................................................................
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 Lists
Unit 1
to, do, of
Unit 11
been, none, only
Unit 2
you, are, was
Unit 12
above, where, again
Unit 3
who, any, all
Unit 13
could, should, would
Unit 4
said, once, does
Unit 14
rough, tough, enough
Unit 5
give, live, from
Unit 15
almost, always, against
Unit 6
come, some, done
Unit 16
touch, thought, brought
Unit 7
have, gone, many
Unit 17
watch, whose, ninth
Unit 8
were, want, what
Unit 18
other, mother, brother
Unit 9
says, half, sure
Unit 19
friend, people, pretty
Unit 20
danger, build, sugar
Unit 10
they, busy, very
Lexia Reading Š Teacher’s Guide to the Student Software
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ST R A T E G I E S F O R O L D E R ST U D E N T S
Level 2 Activities
2 Syllable Words I
.........................................................................
Purpose This activity provides practice in reading two syllable
words containing short vowels (closed syllables) and long vowels
(silent e syllables). Units are arranged so that the first nine contain
words primarily targeted for the second- to fourth-grade levels
while the remaining units contain words for the fifth-grade level or
above.
Task Description
2 Syllable Words consists of three tasks:
1.
The program dictates a word and the student spells it by
matching the syllables displayed on-screen.
2.
The student finds two matching syllables to spell the previous
words.
3.
The student reads a sentence and fills in the blank(s) from a
choice of words displayed on-screen.
Units
Easier Words (grades 2-4)
1
kitten, rabbit, helmet, puppet, picnic, kidnap, sudden, gallop, upset, patted, happen
2
rented, sadden, landed, tennis, attic, basket, submit, public, velvet
3
Sentences with words from units 1 & 2
4
insect, unless, attack, collect, command, traffic, consist, discuss, children
5
magnet, fabric, mended, commit, hidden, himself, object, expect, basket
6
Sentences with words from units 4 & 5
7
escape, ignore, mistake, admire, oppose, pancake, reptile, sunshine, complete
8
rubbish, splendid, signal, invent, witness, entire, costume, confuse, combine
9
Sentences with words from units 7 & 8
Harder Words (grades 5 and up)
10
pollen, summit, kennel, album, dispute, invite, talcum, pompom, expand
11
confine, compose, empire, accuse, dictate, goblin, invade, tadpole, admire
12
Sentences with words from units 10 & 11
13
corrupt, plastic, problem, dismiss, shipment, connect, tadpole, explore, landslide
14
snapshot, compact, frantic, consult, athlete, explode, incline, translate, landscape
15
Sentences with words from units 13 & 14
4-12 Lexia Reading Š Teacher’s Guide to the Student Software
Level 2 Activities
.....
ST R A T E G I E S F O R O L D E R S T U D E N T S
Sentences and Paragraphs
.........................................................................
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.
Units
Units 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
Lexia Reading Š Teacher’s Guide to the Student Software
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ST R A T E G I E S F O R O L D E R ST U D E N T S
Level 3 Activities
LEVEL 3 ACTIVITIES
Level 3 activities were developed to reinforce word-attack strategies necessary for automatic recognition of one- and twosyllable words containing vowel combinations and vowel r, as well as to review short-vowel and long-vowel (silent e)
words. Students continue to develop phonological awareness, and the activities include sentences and paragraphs to
provide practice in applying word-attack strategies in context.
Focus To reinforce sound/symbol correspondence for vowel combinations with one sound
(ee, oa, ai, igh, ay, oi, oy, au, aw, ew, ue, ie, eigh) and vowel combinations with two sounds (oo, ea,
ow); contains a timed task to develop automatic recognition of vowel combination words;
includes sentences.
Units
26 (21 units with single words, 5 with sentences)
See page 4-15
Focus
To reinforce sound/symbol correspondence.
Units
9 (6 units with one-syllable words, 3 with two-syllable words—sentences in every unit.)
See page 4-16
Focus To provide practice in reading and spelling words with simple suffixes (s, es, ing, ed,
ness, less, ful, est, er, y, ly, en, ment, ish); includes sentences.
Units
10
See page 4-17
Focus To practice the construction of two-syllable words from detached syllables (word parts)
containing short and long (silent e) vowels, vowel combinations, and vowel -r; includes timed
activity to develop automaticity.
Units
10
See page 4-18
Focus To improve reading comprehension by reinforcing word-attack strategies for reading
words in paragraphs; includes words containing short and long (silent e) vowels, vowel -r, vowel
combinations, and simple suffixes.
Units
18
See page 4-19
4-14 Lexia Reading Š Teacher’s Guide to the Student Software
Level 3 Activities
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ST R A T E G I E S F O R O L D E R S T U D E N T S
Vowel Digraphs
.........................................................................
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 combination.
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
1
ee, ai
14
ou (out), aw, ea
2
oa, ee, ai
15
sentences (words from units 11–14)
3
igh, ai, oa
16
two sounds: oo (food, book)
4
ay, oa, igh
17
two sounds: ea (eat, bread)
5
sentences (words from units 1–4)
18
two sounds: ow (snow, cow)
6
oi, ay, ee
19
oo, ea, ow
7
oy, oa, igh
20
sentences (words from units 16–19)
8
aw, oy, ay
21
ew, oi, ea
9
au, oi, ee
22
ue, au, ow
10
sentences (words from units 6–9)
23
ie, ew, oo (book)
11
ow (snow), aw, oy
24
eigh, ue, ie
12
ea (eat), ow, au
25
sentences (words from units 21–24)
13
oo (food), igh, oi
26
Review
Word Lists
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
Lexia Reading Š Teacher’s Guide to the Student Software
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ST R A T E G I E S F O R O L D E R ST U D E N T S
Level 3 Activities
Vowel Digraphs Word Lists, continued
aw
claw, crawl, dawn, draw, flaw, hawk, jaw, law, lawn, paw, raw, shawl, slaw, squawk, straw, thaw, yawn
au
cause, clause, fault, fraud, gauze, haul, haunt, maul, Paul, pause, vault
ew
blew, brew, chew, crew, dew, drew, few, flew, grew, mew, new(s), pew, shrewd, slew, stew, threw
ue
blue, clue, cue, due, hue, glue, sue, true
igh
bright, fight, flight, fright, high, light, nigh, night, might, right, sigh, sight, slight, thigh, tight
eigh
eight, freight, neigh, sleigh, weigh(s), weight
ie (chief )
brief, chief, field, fiend, fierce, grief, niece, pier, pierce, priest, shield, shriek, thief, wield, yield
ou (out)
bound, cloud, couch, count, found, grouch, ground, hound, mount, mouth, pouch, pound, proud, scout(s),
shout, sound, south, spout, sprout, trout
oo (food) bloom, boom, boost, broom, cool, droop, food, gloom, hoop, mood, noon, pool, proof, room(s), scoop,
smooth, snoop, stool, spoon, swoop, stoop, tool, toot, tooth, zoom
oo (book)
book, brook, cook, crook, foot, good, hood, hook, look, rook, shook, soot, stood, took, wood, wool
ea (eat) beach, bead, beast, beat, beak, cheap, clean, cream, dream(s), eat, feast, heat, lean, leaf, leap, mean, neat, peach
real, speak, sneak, steam, streak, teach, wheat
ea (bread)
bread, breadth, breast, breath, dead, deaf, dealt, death, dread, dreamt, head, health, meant, spread, thread,
wealth
ow (snow)
blow, blown, bowl, crow, flow, flown, glow, grow, grown, growth, low, mow, own, row, show, shown, slow
snow, throw, thrown
ow (cow)
brow, brown, chow, crown, drown, down, fowl, frown, growl, how, howl(s), owl, plow, prow, prowl, scowl,
town, yowl
Vowel -r
.........................................................................
Purpose Vowel -r is designed to reinforce sound/symbol
correspondence for vowel-r combinations (or, ur, ar, ir, er). Tasks
involve recognizing words in isolation and spelling one- and twosyllable 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 onscreen and putting them in order.
3.
The student reads a sentence and chooses the correct vowel-r
combination to fill in the missing letters to complete the word.
For example: It is Jim’s t__n to take out the trash. (or ur)
Units
1
or, ur (plus sentences)
6
ar, or, ur with blends (plus sentences)
2
ar, ir (plus sentences)
7
two syllables ar, ir, or (plus sentences)
3
ar, or, ur (plus sentences)
8
two syllables ar, or, ur (plus sentences)
4
ar, or, er with blends (plus sentences)
9
two syllables ar, or, er (plus sentences)
5
ar, or, ir with blends (plus sentences)
4-16 Lexia Reading Š Teacher’s Guide to the Student Software
Level 3 Activities
Vowel -r Word Lists
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
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
born, cord, corn, dorm, for, fork, form, fort, north,
porch, pork, port, scorch, short, sport, stork, storm,
thorn, torn
or airport, forest, forget, hornet, inform, morning,
normal, organ, snorkel, torment, support
ur
ur
burden, current, furnish, suburb, surplus
er
chapter, lantern, person, termite, verdict
burn, burp, burst, church, curb, curl, fur, hurt,
spur(s), spurt, turn
.....
ST R A T E G I E S F O R O L D E R S T U D E N T S
Suffixes
.........................................................................
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
1
s, es, ing (plus sentences)
6
est, er, y (plus sentences)
2
ed (rented), es, ing (plus sentences)
7
y, ment, ish (plus sentences)
3
ed, ness, less (plus sentences)
8
ment, ish, ly (plus sentences)
4
ness, less, ful (plus sentences)
9
y, ly, en (plus sentences)
5
ful, est, er (plus sentences)
10
en, ed, es (plus sentences)
Word Lists
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, 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
Lexia Reading Š Teacher’s Guide to the Student Software
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ST R A T E G I E S F O R O L D E R ST U D E N T S
Level 3 Activities
est
clearest, coolest, deepest, dullest, farthest, fastest, longest, neatest, sharpest, shortest, slowest, smartest, strongest,
sweetest, swiftest
y
chilly, chunky, cloudy, crusty, dreamy, dusty, flashy, frilly, grassy, hairy, handy, healthy, lucky, messy, misty, rainy,
roomy, rusty, speedy, sticky, stormy, thirsty
ness blackness, darkness, deafness, fatness, fondness, gladness, goodness, illness, limpness, quickness, redness, sadness,
sharpness, sweetness, weakness, wetness
less
blameless, careless, cloudless, dreamless, dripless, fearless, formless, helpless, hopeless, joyless, painless, shapeless,
sleepless, soundless, thankless
er
broiler, camper, clearer, dreamer, duster, farmer, hunter, jumper, longer, painter, planter, printer, prouder, roaster,
seller, sifter, starter, sticker, swifter, teacher, twister
ly
badly, blankly, bravely, clearly, dimly, fondly, frankly, gladly, grandly, gravely, lately, likely, lonely, loudly, mainly,
manly, nearly, purely, sadly, safely, shapely, stately, timely
ment
basement, casement, pavement, payment, shipment, statement
ful
careful, cheerful, dreadful, fearful, fretful, grateful, hateful, helpful, hopeful, lawful, needful, spoonful, thankful,
useful, wishful
ish
bookish, boyish, foolish, girlish, greenish, selfish, sickish
en
deepen, frighten, lighten, sharpen, shrunken, silken, wooden, woolen
2 Syllable Words II
.........................................................................
Purpose 2 Syllable Words II is designed to provide practice in
constructing two-syllable words containing the concepts presented
in Strategies for Older Students Levels 1, 2, and 3 (CVC, CCVCC,
CVCe, CCVCe, VV, and V-r). The activity also includes a timed
exercise to increase automaticity.
Task Description
2 Syllable Words II consists of two tasks:
1.
Given two columns of detached syllables (word parts), the student selects the first and second syllable to create a word.
2.
The first syllable of a word displays on-screen and the student
selects the second syllable to complete the word.
Units
1
CVC, CVCe (cam-pus, ig-nore...)
6
Mixed (mus-ket, ar-gue, per-haps...)
2
VV, CVC (out-law, con-test...)
7
Mixed (light-ning, ad-mire, com-mute...)
3
VV, CVC, VCC (rep-tile, fos-sil...)
8
Mixed (com-bat, chow-der, ex-tinct...)
4
CVC, VV, V+r (fol-low, dis-count, shar-pen...)
9
Mixed (hor-net, com-plain, land-slide...)
5
Mixed (vam-pire, im-pact...)
10
Mixed (text-book, dis-card, mon-ster...)
Word Lists
Unit 1
ad-vise, cam-pus, chil-dren, com-pute, con-fuse, ex-plore, gos-sip, him-self, ig-nore, lan-ded, rot-ten, sus-pend,
trip-let, up-set, wel-fare
Unit 2
bam-boo, class-room, con-test, cos-mic, ex-plain, flash-light, fol-low, oat-meal, out-law, raccoon, rain-bow, railroad, six-teen, sail-boat, sham-poo
4-18 Lexia Reading Š Teacher’s Guide to the Student Software
Level 3 Activities
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ST R A T E G I E S F O R O L D E R S T U D E N T S
Unit 3 air-port, book-case, cole-slaw, con-fide, bar-ber, en-joy, fos-sil, muf-fin, play-ground, rep-tile, seg-ment, shopping, 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, surround, 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, sounded, 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, musket, 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, sustain, 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, nursing, pad-lock, pil-low, pur-sue, text-book
Paragraphs 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)
10
Sugar Bowl Game (times, street, dawn, game, bowl)
1
The Alaska Pipe Line (brings, hills, past, spot, send)
11
Search for Land (land, raising, needed, went, western)
2
A Trip to Alaska (plane, hike, tent, bring, long)
12
Lewis and Clark (explore, coast, maps, soon, started)
3
The Salmon (time, swift, must, back, grave)
13
Loading Goods (need, start, tools, cow, children)
4
Making an Iceberg (made, piles, thick, slides, split)
14
Hard Times (times, broke, trail, kept, hopes)
5
Timing a Glacier (fast, past, clock, crept, melt)
6
Mark Twain (name, boat, deep, tales, boys)
15 Narcissa Whitman (make, way, husband, brave,
founders)
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)
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)
Lexia Reading Š Teacher’s Guide to the Student Software
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4
ST R A T E G I E S F O R O L D E R ST U D E N T S
Level 4 Activities
LEVEL 4 ACTIVITIES
Level 4 activities reinforce the word-attack strategies necessary for automatic recognition of one-, two-, and three-syllable
words. Words contain open and consonant-le syllables, hard and soft c and g syllables, and words containing concepts
from Levels 1, 2, and 3. Exercises involving single words continue to develop phonological awareness, while activities
including sentences and paragraphs provide practice in applying word-attack strategies to contextual material.
Focus To reinforce reading of two-syllable words containing six syllable types (Open, Closed,
Silent e, Vowel Combination, Vowel -r, and Consonant-le); includes sorting detached syllables,
and constructing words by combining syllables.
Units
22 (7 involve syllable sorting, 15 involve word construction)
See page 4-21
Focus To reinforce sound/symbol correspondence for hard and soft c and g in one and twosyllable words; includes sentences in every unit.
Units
12 (sentences in every unit)
See page 4-22
Focus To practice the construction of three-syllable words from five types of detached syllables
(Open, Closed, Silent e, Vowel Combination, and Vowel -r).
Units
12
See page 4-23
Focus To improve reading comprehension by reinforcing word-attack strategies and by reading
words in paragraphs; includes words containing concepts from Levels 1, 2, 3, and 4.
Units
19
See page 4-24
4-20 Lexia Reading Š Teacher’s Guide to the Student Software
Level 4 Activities
.....
ST R A T E G I E S F O R O L D E R S T U D E N T S
Syllable Types
.........................................................................
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.
Units
Easy 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
5
Construct words with open or closed first syllable and closed second syllable—copy word
6
Construct words with open or closed first syllable and closed second syllable—copy word
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
14
Construct words with open or closed first syllable and closed second syllable—copy word
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
Lexia Reading Š Teacher’s Guide to the Student Software
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4
ST R A T E G I E S F O R O L D E R ST U D E N T S
Level 4 Activities
Syllable Types Word Lists
2
ba-sic, e-vil, si-lent, ho-tel, u-nit, o-pen, pi-lot, tu-lip, Ja-son, stu-dent
3
cab-in, cam-el, sec-ond, vis-it, sol-id, fi-nal, Su-san, mo-ment, spo-ken, hu-man
5
trav-el, fin-ish, sal-ad, rob-in, la-bel, o-mit, le-gal, to-tal, pu-pil, pre-vent
6
rad-ish, pan-ic, clos-et, rap-id, tal-ent, plan-et, vi-rus, fre-quent, e-quip, Ro-man
8
lo-cate, fe-male, vi-brate, e-rase, su-preme, do-nate, pro-vide, re-tire, ro-tate, mi-grate
9
de-stroy, re-veal, se-cret, i-tem, mi-nor, me-ter, pa-per, spi-der, la-ter, ma-jor
11
han-dle, bub-ble, sam-ple, bot-tle, wig-gle, puz-zle, can-dle, trem-ble, set-tle, ap-ple
12
mid-dle, cat-tle, tum-ble, strug-gle, jun-gle, bat-tle, a-ble, cra-dle, ta-ble, ri-fle
14
pol-ish, lim-it, hab-it, met-al, spi-ral, ra-ven, si-ren, va-cant, ba-sin, ba-con
15
van-ish, hu-mid, mo-tel, ro-bot, bo-nus, pre-fer, pre-pare, trib-ute, pro-mote, fro-zen
17
at-om, cred-it, pun-ish, ro-dent, ha-zel, cu-pid, ri-val, re-quire, mi-grate, u-nite
18
rid-dle, hum-ble, gam-ble, rip-ple, snug-gle, grum-ble, tem-ple, bi-ble, cra-dle, bri-dle
20
sad-dle, fid-dle, mum-ble, stum-ble, wob-ble, ket-tle, thim-ble, ca-ble, no-ble, i-dle
21
twin-kle, snif-fle, top-ple, ma-ple, ro-tate, do-nate, re-store, de-vour, be-tween, pro-found
22
hu-man, fin-ish, rap-id, lo-cate, drag-on, pan-ic, rip-ple, cra-dle, pro-found, tu-lip, re-fuse, e-rase, fre-quent, tum-ble,
vi-brate
2 Sounds of c & g
.........................................................................
Purpose 2 Sounds of c & g involves four tasks designed to
reinforce reading of words containing hard and soft c and g. Tasks
increase awareness and application of rules governing the
pronunciation of c and g in one- and two-syllable words.
Exercises require sorting words according to the sound of c or g
(hard or soft), choosing the correct word from dictation, and
using the keyboard to complete words. Sentences are included in
every unit to reinforce the application of rules to contextual
information.
Task Description
2 Sounds of c & g consists of four tasks:
1.
A word displays on-screen, the student determines the sound
of the c or g, and sorts it into the appropriate box.
2.
The program dictates a word and the student selects it from a
group of words.
3.
An incomplete word displays on-screen, and the student types in the missing letters.
4.
The student reads the beginning of a sentence and matches it with an appropriate ending.
Units and Word Lists
1 hard & soft: beginning c cute, cash, cost, clip, cabin,
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
4-22 Lexia Reading Š Teacher’s Guide to the Student Software
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
Level 4 Activities
.....
ST R A T E G I E S F O R O L D E R S T U D E N T S
2 Sounds of c & g Units and Word Lists, continued
4
hard: beginning c, soft: ending ce count, curb, cling,
crow, crunch, clap, cast, voice, sauce, spruce, fleece, slice,
trace, twice
9 hard: beginning g, soft: ending age glass, gain, goal,
grand, gutter, gossip, gotten, rage, page, wage, huge, enrage,
stage, large
5
hard: beginning c, soft: beginning and ending c cube,
cart, clock, carbon, carpet, cutter, coffin, race, grace, lice,
space, scene, embrace, center
10
6 hard & soft: medial c expect, exclude, raccoon, escape,
hiccups, collect, cupcake, percent, pencil, ulcer, except,
dancer, princess, excite
11
7 mixed c curl, crack, canal, candy, coffee, contact,
cactus, lance, spice, scent, mercy, excess, fan
12 mixed g regain, regard, gambler, goblet, garment,
goddess, gather, charge, urge, strange, indulge, danger,
tragic, fragilecy, stencil
8 hard & soft: beginning g game, goat, grab, gush,
garden, goblin, gallon, gent, germ, gym, gerbil, gently,
gender, German
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
hard & soft: medial g magnet, disgust, fragrant,
forgot, stagnant, engulf, forgave, margin, logic, rigid,
legend, magic, charges, pages
3 Syllable Words
.........................................................................
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 dictated 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
1 contribute, estimate, illustrate, organize, requirement,
establish, accomplish, Atlantic, united, develop
manual
8
2
uncommon, discontent, chimpanzee, occupant,
remainder, reluctant, propeller, tenderness, interfere,
misleading
3
9 disconnect, suffocate, undertake, memorize,
protected, politeness, rotating, feverish, inhabit,
comprehend
important, equipment, instrument, communist,
electric, musical, department, director, understood,
peppermint
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
10 amputate, duplicate, boomerang, casserole,
contentment, hibernate, cucumber, disrespect, banister,
turpentine
6
11 pollinate, intercom, badminton, bassinet, unbroken,
torpedo, transistor, imperfect, daydreaming, Amsterdam
7 bitterness, forbidden, attainment, microscope,
decorate, monorail, momentum, antelope, incomplete,
12 contestant, deafening, immortal, distemper,
abdomen, everglade, monotone, crookedness, underfoot,
hobgoblin
diplomat, document, alcohol, romantic, muscular,
violin, volcano, consistent, absolute, eraser
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ST R A T E G I E S F O R O L D E R ST U D E N T S
Level 4 Activities
Paragraphs II
.........................................................................
Purpose Paragraphs II is designed to improve reading
comprehension by using word-attack strategies when reading in
context. Paragraphs reinforce concepts from Strategies for Older
Students Levels 1–4.
Task Description A paragraph displays with a picture
illustrating its theme. Students may click sight words listed at the
top of the screen for pronunciation. The student selects and types
in the missing words to complete the paragraph. If there are two or
more errors, the activity provides practice with recognizing target
words in isolation.
Units
Topics (target words in parenthesis)
1
Ancient Sports (might, playing, game, hockey, nearly)
2
Ancient Basketball (rubber, hoop, winning, team, lost)
3
Winter Olympics Symbol (sport, Norway, needed, visit, lively)
4
Inventing the Bicycle (began, invented, public, years, person)
5
Biking Coast to Coast (coast, stay, bitter, food, goal)
6
Diane Roffe-Steinrotter (event, athlete, winter, follow, fastest)
7
Johnny Weismuller (films, trees, swimmers, training, spotted)
8
Tiny Archibald (became, player, never, drafted, basketball)
9
Fernando Valenzuela (baseball, owner, following, played, season)
10
Roberto Clemente (athlete, respect, treated, rights, boys)
11
Women Bowling Champs (bowling, skills, held, perfect, shown)
12
Glenn Cunningham (record, badly, beat, ranch, children)
13
Jacuzzi Brothers (parts, took, treatment, saw, whirlpool)
14
Sylvia Earle (explorers, conducted, living, weeks, program)
15
Margaret Gallimore (eighteen, rented, children, paid, proud)
16
Steven Hawking (speaking, ever, began, worldwide, thinkers)
17
Maya Angelou (talented, road, being, strength, thousands)
18
Merce Cunningham (difficult, bother, music, hear, bird)
19
Eng Ung (homeland, flight, first, became, saved)
4-24 Lexia Reading Š Teacher’s Guide to the Student Software
Level 5 Activities
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ST R A T E G I E S F O R O L D E R S T U D E N T S
LEVEL 5 ACTIVITIES
Level 5 activities reinforce the structural analysis word-attack strategies necessary for automatic recognition of multisyllabic 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
Lexia Reading Š Teacher’s Guide to the Student Software
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ST R A T E G I E S F O R O L D E R ST U D E N T S
Level 5 Activities
Anglo Saxon
.........................................................................
Purpose Anglo Saxon contains several different tasks to
reinforce automatic recognition of multi-syllable words that
contain Anglo-Saxon prefixes and suffixes. Activities include
identifying prefixes and suffixes in isolation and within the context
of a word and then typing them as dictated within the context of a
word. Some activities focus on the three pronunciations of -ed,
and some have sentences where the student chooses the correct
affix to complete a word.
Task Description
Anglo Saxon consists of four tasks:
1.
The program dictates a prefix or suffix and the student chooses
it from a group of affixes on-screen.
2.
The program dictates a word and the student clicks on the affix
and places it next to the root word.
3.
The student types the affix from dictation on a blank in front of the root word. If difficulties arise, a model will appear
briefly and disappear; if another mistake is made, the student can copy the affix and then type it from memory.
4.
The student reads a sentence and selects the appropriate missing affix.
Units
1 Identify and spell prefixes to dictation (for, in, out, over, under)
overhead, overwhelm, overtake, underneath, understand, undertake, instead, inside, outside, outlaw, outplay, forget,
forbid, forgot, forgive
2 Identify and spell prefixes to dictation (a, be, fore, mis, un)
around, ahead, aground, before, because, become, begin, foreman, foretell, foreseen, misspell, mistake, mishear,
unknown, unhappy, untried
3 Sort words containing -ed to dictation (/ed/, /d/, /t/)
/t/ dumped, trashed, ranked, swished, stashed, honked, wished, dressed, dunked, stamped, crunched, thumped, camped,
splashed, thanked, cracked, chirped, cashed, tacked, sacked, licked, limped, switched, cashed, touched, reached
/d/ filmed, smelled, killed, spelled, thrilled, banged, longed, drilled, filled, charmed, ordered, stowed, failed, screamed,
shelled, wailed, veiled, majored, vetoed, bowed, shadowed, labored, colored, feared, sailed, mailed, reared, leaned
/ed/ dented, scolded, shielded, feasted, clouded, floated, baited, granted, blended, tended, rented, folded, twisted,
handed, hunted, listed, dusted, blasted, grunted, blinded
4 Identify and spell suffixes to dictation—unchanged base word (en, er, est, ness, less)
wooden, sharpen, lighten, harden, maiden, shorten, dampen, golden, eaten, beaten, fallen, teacher, smaller, smarter,
steamer, cleaner, higher, darker, colder, taller, brighter, golfer, banker, printer, brightest, warmest, longest, lightest,
dampest, darkest, shortest, kindest, fastest, slowest, nearest, fastness, darkness, sharpness, plumpness, kindness,
goodness, sickness, illness, stillness, shyness, soreness, weakness, careless, shameless, helpless, useless, thankless, lifeless,
selfless, hopeless, tactless, endless, restless, worthless, speechless, homeless, fearless, blameless, childless, pointless,
harmless
5
Mixed words from units 3 and 4
6
Identify and spell suffixes to dictation—unchanged base word (ly, ing, ful, y, hood, ward, some)
rusty, windy, lucky, sleepy, rainy, curly, cloudy, stormy, snowy, tricky, messy, dirty, handy, lumpy, filthy, bloody, healthy,
wealthy, soapy, helpful, careful, useful, shameful, skillful, willful, fretful, mindful, sinful, wasteful, painful, faithful, fearful,
truthful, graceful, cheerful, playful, badly, hardly, nearly, slowly, friendly, nicely, mostly, gladly, lovely, lately, widely,
lonely, swiftly, knighthood, likelihood, neighborhood, following, blocking, bumping, frosting, smelling, camping,
marching, parking, chomping, branching, crunching, playing, munching, homeward, backward, forward, upward, inward,
afterward, lonesome, wholesome, bothersome, handsome
4-26 Lexia Reading Š Teacher’s Guide to the Student Software
Level 5 Activities
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ST R A T E G I E S F O R O L D E R S T U D E N T S
Anglo Saxon Units, continued
7
Identify and spell suffixes to dictation—words with double letters or omitted e
stopping, 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 affixes
understanding, forgetful, unturned, forbidden, forgiven, misspelling, outplayed, beginning, forecaster, overwhelming,
unhelpful, unfaithful, oversharpen, overturned, underworked, forgotten, misleading, deafening, crookedness
Latin
.........................................................................
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.
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Units
ST R A T E G I E S F O R O L D E R ST U D E N T S
Level 5 Activities
1&2
Identify and manipulate Latin prefixes—no changes (ad, con, in, dis, ex, re)
3&4
Identify and manipulate Latin prefixes—no changes (de, ob, pre, pro, sub)
5&6
Identify and manipulate Latin prefixes—no changes (ab, trans, per, se, inter)
7&8
Identify and manipulate Latin prefixes—changes (ad, ob, sub)
9 & 10
Identify and manipulate Latin prefixes—changes (con, in, dis, ex)
11 & 12
Identify and manipulate Latin suffixes (al, ary, ish, ment, us, ty)
13 & 14
Identify and manipulate Latin suffixes (ure, tude, ile, ize, ory)
15 & 16
Identify and manipulate Latin suffixes (age, ant, ance, ancy, ability, able, ous)
17 & 18
Identify and manipulate Latin suffixes (ice, ive, ent, ence, ency, ible, ibility)
19 –21
Three- and four-syllable words containing Latin affixes.
Latin Word Lists
1
admire, advance, address, conceal, concern, concrete, conduct, confess, confide, confine, confirm, conflict, confront,
confuse, connect, consent, conserve, incline, include, increase, indent, indulge, inflate, inform, inhale, inject, disarm,
discard, discharge, discuss, disgrace, dislike, dismay, dismiss, exact, except, excess, exchange, excite, exert, exhaust,
expect, rebuild, recall, recline, record, recount, reduce, refer, refund, regard, regret
2 adjust, admit, advice, advise, conserve, consist, console, constrict, construct, consult, consume, contain, content,
contort, contract, contrast, convict, convince, inquire, inscribe, insert, inspect, install, instill, instruct, insult, invest,
dismount, display, displease, dispute, disrupt, distinct, distort, distract, disturb, expire, explain, explode, explore, export,
expose, express, extinct, release, relief, repay, report, reprint, request, reread, respect, retire, retrace
3 debate, decay, decide, decline, deduct, defeat, defect, defend, object, observe, obsess, precede, precise, predict,
prefer, prescribe, proceed, proclaim, produce, profound, progress, project, prolong, promote, subdue, subject, sublease,
sublet
4 deflate, depart, delay, delight, depend, depress, destroy, devote, obstruct, obtain, obscure, prepare, present, preserve,
presume, pretend, prevent, pronounce, propel, propose, protect, protest, provide, provoke, submerge, submit, subscribe,
subside, subtract
5 abduct, abrupt, absolve, absorb, transact, transfer, transfix, transform, transfuse, seclude, secrete, secure, sedate,
perhaps, permit, perplex, persist, perspire, pertain, intersect, intersperse, intertwine, intervene, interweave
6
abstain, abstract, absurd, transgress, translate, transmit, transplant, transport, seduce, select, serene, severe, perceive,
percent, perfect, perform, perfume, interact, intercept, interchange, interfere, interject, interrupt
7 appear, appeal, applaud, apply, appoint, arrange, arrive, attempt, attract, oppose, oppress, offend, offer, occult,
succeed, success, suggest, supplant, suppress
8 attract, afford, assist, allow, attend, annoy, accent, accept, account, offense, offer, occult, occur, offend, suppress,
supply, support, suppose, suggest
9 compose, complain, complete, combine, compare, compel, compete, impel, impose, imbibe, improve, impair,
diffuse, divide, diverge, dilate, digest, effect, erect, evade, elect, elate, elope, erase
10
compute, command, commit, collect, collapse, collide, corrupt, correct, impart, import, implore, impress, immense,
direct, divine, dilute, digest, divide, erode, equate, equip, erupt, evict, evoke, event
11
vocal, equal, marshal, coastal, dental, mortal, rival, fatal, floral, brutal, library, salary, rosary, rotary, summary,
blackish, boyish, childish, dampish, darkish, basement, payment, shipment, dainty, duty, fifty, forty, frailty, virus, bonus,
campus, cactus, crocus, circus
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ST R A T E G I E S F O R O L D E R S T U D E N T S
Level 5 Activities
Latin Word Lists, continued
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
Special Accents
.........................................................................
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.
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ST R A T E G I E S F O R O L D E R ST U D E N T S
Level 5 Activities
4.
The student clicks on words as dictated as quickly as possible and has the opportunity to try to decrease his/her time.
5.
The student identifies the correct word to complete a sentence.
Tasks for Unit 2–5
1.
Boxes display on-screen containing the word part under consideration; the program dictates a word and the student
clicks on the box that contains the word part.
2.
Boxes containing words display on-screen and the student highlights the word parts under consideration. The
accented syllable displays and the word is pronounced.
3.
A word displays on-screen and the student indicates where the accent should be placed. The program pronounces the
word, and the student types it.
4.
Three partial words display on-screen and the student types the correct suffix in the blank.
5.
The student clicks on words as dictated as quickly as possible and has the opportunity to try to decrease his/her time.
6.
The student identifies the correct word to complete a sentence.
Tasks for Units 6 & 7
1.
The program dictates words, and the student clicks on them as quickly as possible. Students have the opportunity to
try to decrease their time.
Tasks for Units 8 & 9
1.
Words display on-screen and the student highlights the word part under consideration. The program pronounces the
sound of the word part.
2.
Words display in boxes and the student types in the missing word part after the program dictates it. The accented
syllable displays and the word part is underlined.
Tasks for Unit 10
1.
The program dictates words, and the student clicks on them as quickly as possible. Students have the opportunity to
try to decrease their time.
Special Accents Units
1 Accent placement and identification of Latin-based three-syllable words containing suffixes ending in silent -e (-ate, ite, -ive)
2
Accent placement and identification of Latin-based words containing suffixes -ity, -ic, and -ical
3
Accent placement and identification of Latin-based words containing connectives i and u
4
Accent placement and identification of Latin-based words containing connective i saying /y/
5
Accent placement and identification of Latin-based words containing ligatured tu and du
6
Identify words from units 4–5
7
Identify words from units 1–5
8
Accent placement and identification of Latin-based words containing si, ti, ci saying /sh/
9
Accent placement and identification of Latin-based words containing si saying /sh/ and /zh/
10
Identification of words from all units
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Level 5 Activities
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ST R A T E G I E S F O R O L D E R S T U D E N T S
Special Accents Word Lists
Unit 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
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ST R A T E G I E S F O R O L D E R ST U D E N T S
Level 5 Activities
Prefix and Root Meanings
.........................................................................
Purpose Prefix & Root Meanings is designed to increase
vocabulary as well as word identification through constructing and
reading words containing common Latin roots and prefixes related
to number and negation. The meanings of the prefixes and roots are
emphasized and words are categorized according to the meaning of
the prefix or root. Sentences and paragraphs reinforce conceptual
application to contextual material.
Task Description Prefix & Root Meanings generally consists of
three tasks (units vary somewhat due to conceptual differences).
Tasks for Unit 1
1.
Two boxes display on-screen, one with the number prefixes,
sample words and their meanings, and one with numbers. The
student drags a prefix over and places it beside the correct number. The program pronounces the prefix and sample
word, and states their meanings.
2.
Students highlight prefixes signifying number amounts and sort them into boxes. The program pronounces the prefix
and the word, and states the meaning of both.
3.
Sentences defining a target word display on-screen with a box containing number prefixes. The student types in the
appropriate prefix.
Tasks for Unit 2
1.
Negative prefixes display in a box and the student clicks on the dictated prefix.
2.
A base word displays on-screen. The student listens to a dictated word and types in the negative prefix to complete the
word.
3.
Five words display in a box. The program dictates the meaning of one of the words and the student highlights the
negative prefix in that word.
4.
Sentences display on-screen, and students type in the missing prefixes.
Tasks for Units 3 & 4
1.
Two boxes display on-screen, one with prefixes indicating direction and one with meanings. The student listens to dictated words and then clicks on a prefix and puts it in the box next to the correct meaning.
2.
Three boxes display on-screen with the meanings of the prefixes on top. The student listens to the word and clicks on
the box that corresponds to its meaning.
3.
Sentences with missing words display and the student selects the correct words.
Tasks for Units 5–9
1.
A box with three prefixes displays with a blank followed by a root. The program defines the root and the student types
one of the prefixes into the blank to create a word. The program defines the word.
2.
Five boxes display on-screen with a root on top. The program dictates a word and the student clicks the box that
contains the root of that word. The word appears in the box without the root and the student types the root.
3.
A paragraph displays on-screen containing ten words using the roots and the student highlights the words.
Task for Unit 10
1.
Five boxes display on-screen with a root on top. The program dictates a word and the student clicks on the box that
contains the root of that word. The word displays in the box without the root and the student types in the root.
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ST R A T E G I E S F O R O L D E R S T U D E N T S
Level 5 Activities
Prefix & Root Meanings Word Lists
Unit 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
Greek
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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 combining forms display on-screen and the program dictates its
sound and states its meaning. The student clicks on the corresponding 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.
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ST R A T E G I E S F O R O L D E R ST U D E N T S
Level 5 Activities
Tasks for Units 4, 8, & 11
1.
Three pictures depicting the meanings of three Greek combining forms display on-screen with two blank lines. The
program states the definition of a word and the student identifies the two combining forms found in that word and
puts them on the lines. The computer then forms them into the word (e.g., “writing about life” is “biography”).
2.
A word displays on-screen with three pictures. The student highlights the combining forms in the word and clicks on
the matching picture.
3.
Sentences with missing words display on-screen and the student chooses the correct words to fill in the blanks.
Units
1 Meanings of combining forms (bio, phon, geo, theo, psych, tech)
biology, phonology, geology, theology, psychology, technology
2 Meanings of combining forms (derma, arch, chron, phys, astro, path)
dermatology, archeology, chronology, physiology, astrology, pathology
3 Meanings of combining forms (meter, scope, graph, tele, gram)
thermometer, microscope, phonograph, telephone, audiogram
4
Manipulating combining forms from units 1–3
telephone, telegraph, phonograph, chronometer, telegram, biography, telescope, geography, psychometric, chronograph,
psychopath
5
Meanings of combining forms (crat, dem, naut, therm, hydro, polis)
autocrat, demographic, nautical, thermometer, hydroplane, metropolis
6
Meanings of combining forms (biblio, auto, phobia, photo, mania)
bibliography, automatic, claustrophobia, photosynthesis, maniac
7
Meanings of combining forms (hypo, hyper, macro, micro, mega, pyro)
hypodermic, hyperactive, macrocosm, microcosm, megacomplex, pyrotechnics
8
Manipulating combining forms from units 5–7
bibliography, democracy, astronaut, thermometer, autograph, thermograph, hypothermic, microscope, hypodermic,
hydrophobia, photograph, megaphone, autocrat, theocratic, demographic, pyromania, geothermal, hydroscope,
hyperthermia
9
Meanings of combining forms (syn/sym, anti, a/an, pod, neo)
synonym, antiaircraft, anarchy, podiatrist, neophyte
10
Meanings of combining forms (poly, mono, duo, gon, hemi, deca)
polygon, monocle, duet, hexagon, hemisphere, decade
11
Manipulating combining forms from units 9 & 10
sympathy, symmetry, synchronize, symphony, polygon, monopoly, decagon, monomania, polypod, polyphone,
anhydrous
4-34 Lexia Reading Š Teacher’s Guide to the Student Software
A CKNOWLEDGEMENTS
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Designers of Lexia Reading
5
Alice Garside, Ed.M. (1909-2007) Former reading supervisor for the Language Clinic at Massachusetts General
Hospital, Boston, MA, and reading consultant for the Carroll School in Lincoln, MA.
Pamela Hook, Ph.D. Associate Professor in the Graduate Program in Communication Sciences and Disorders, MGH
Institute of Health Professions at Massachusetts General Hospital, Boston, MA.
Sandra Jones, Ph.D. Program Coordinator for the HILL and adjunct Associate Professor in the Graduate Program in
Communication Sciences and Disorders, MGH Institute of Health Professions at Massachusetts General Hospital,
Boston, MA.
Sharon Marsh, Ed.D. Former Education Director at the Carroll School in Lincoln, MA and the Commonwealth
School, Boston, MA.
Sharon Weiss-Kapp, M.Ed. Adjunct Clinical Assistant Professor of Communication Sciences and Disorders, School of
Health and Rehabilitation Sciences, MGH Institute of Health Professions at Massachusetts General Hospital, Boston,
MA. Senior Clinical Associate at the Autism Language Program, Children's Hospital, Boston, MA. Author of WisniaKapp Reading Program (WKRP), and CEO and President of Kapp Reading Corporation.
Isabel Wesley, M.Ed. Fellow of the Academy of Orton-Gillingham Practitioners and Educators, and private
educational consultant specializing in reading disabilities.
Additional Thanks
Lexia Reading was produced by the people at Lexia Learning Systems, Inc.
In addition to all of the people at Lexia, we gratefully acknowledge the support of the following people:
Steve Olenick, AudioLink
Mary-Ellen Whitaker, English Voice
We would also like to thank some of the schools, adult literacy centers, and clinics that generously worked with us
to test and develop our software:
Garfield Magnet School, Revere, Massachusetts, a public school
P.J. Kennedy School, East Boston, a public school
Read to Succeed, Hartford CT, an adult literacy center
The Learning Connection, Pittsfield, MA, an adult literacy center
The McKinley School, Boston, MA, a public school for special needs children
MGH Institute of Health Professions Language Lab, Boston, MA
The Carroll School, Lincoln, MA, an independent school for children with language disabilities
The Lee School, Dorchester, MA, a public school
Lexia Reading Š Teacher’s Guide to the Student Software
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ACKNOWLEDGEMENTS
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Skills Developed
PHONOLOGICAL AWARENESS
• Rhyming
• Identifying beginning and ending sounds
• Segmenting compound words and syllables
• Blending compound words and syllables
• Segmenting sounds
• Blending sounds
early
reading
ages 4–6
primary
reading
ages 5–8
strategies for
older students
ages 9–adult
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Lexia Reading
Scope & Sequence
PHONOLOGICAL AWARENESS / PHONICS
• Letter-sound correspondence for consonants,
short vowels and consonant digraphs
• Identifying beginning and ending sounds
and letters
• Identifying medial sounds and letters, short
and long vowels
• Segmenting, blending and manipulating
sounds with letters
• Short-vowel words, Silent-e words, Vowel-r words,
Vowel combination words
• Open syllable words, consonant-le words
• Two-syllable words
• Three-syllable words
VOCABULARY
• Picture-word matching
• Categorical sorting
• Picture-word matching
• Pre-primer through third grade sight words
• Anglo-Saxon prefixes and suffixes
• Latin prefixes, roots and suffixes
• Greek combining forms
FLUENCY
• Phoneme intervals for blending and segmenting
• Timed discrimination of easily reversible letters
• Timed medial vowel discrimination with letters
• Automatic recognition of short vowel words
• Timed identification of simple and complex words
and syllables
• Automatic recognition of words with
vowel digraphs
• Automatic identification of irregular words
• Modeled paragraph reading
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COMPREHENSION
• Categorical and associative thinking
• Comprehension of words and word parts
• Use of picture support to enhance comprehension
of words, phrases, sentences and paragraphs
• Word construction from syllables and prefixes, stems
and suffixes
• Systematic cloze procedure comprehension of
sentences, paragraphs and stories
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www.lexialearning.com
Lexia Learning Systems, Inc.
200 Baker Avenue
Concord, MA 01742
TEL: (800) 435-3942
OUTSIDE US: (978) 405-6200
FAX: (978) 287-0062
Customer Support:
[email protected]
(800) 507-2772
www.lexialearning.com
LRG-7
09/2010