INSTRUCTIONAL MATERIALS
Sample Pack
LEXIA INSTRUCTIONAL MATERIALS
The Lexia Reading Core5® program provides Instructional Materials to ensure that all students receive personalized and
comprehensive instruction and practice in all skill areas. Lexia Lessons®, Lexia Skill Builders®, and Lexia Instructional Connections are
designed to be used in conjunction with the online learning activities in Lexia Reading Core5. These materials can be incorporated into
classroom routines in a variety of ways, including whole class instruction, small group activities and independent work.
When used as part of an integrated implementation of Core5, Lexia Instructional Materials support student achievement of rigorous
standards by providing opportunities to further develop and consolidate language and literacy skills. Through the activities in the Lexia
Lessons, Lexia Skill Builders, and Lexia Instructional Connections, students integrate and build their listening, reading, speaking, and
writing abilities.
Lexia Instructional Materials provide opportunities for students to:
• Respond to open-ended questions orally and in writing
• Reinforce skills using multi-sensory manipulative materials
• Build fluency through oral reading
• Engage in collaborative discussions with peers
Lexia Reading Core5
LEXIA LESSONS
Lexia Lessons
LEVEL 10 | Structural Analysis
Suffixes, Lesson 1
Description
This lesson is designed to help students recognize common suffixes and understand that
suffixes can change the meaning or form of a base word. The ability to identify suffixes serves
as a foundation for understanding the most common spelling rules and thinking about the
structure of words (prefix, root/base word, suffix).
Lexia Lessons are scripted materials for teacher-led instruction that target specific skills associated
with Core5 online activities.
Teacher Tips
This lesson teaches suffixes using suffixes –s and –es. Use the same sequence to give students
practice with other suffixes (listed in the Adaptations section).
Preparation/Materials
•A piece of lined paper for each student to use in Independent Application
Direct Instruction
Today,wearegoingtolearnaboutsuffixes.Suffixesarewordpartsthatcanbeaddedtothe
endofabasewordtochangethemeaningslightly.
• Designed for individual, small group or whole class targeted instruction
Display the word cup.
Thiswordiscup.Icanusethewordinthesentence“Thereisacup”andIknowitmeansthere
isonlyonecup.But,Icanaddthesuffix–stotheendofthewordcup,andthatwillmeanthere
ismorethanonecup.
Add an s to the end of the word to make cups.
• Automatically recommended for struggling students based on performance in online activities
SonowIcanusethiswordinthesentence“Therearetwocups.”The–sattheendchangesthe
meaningofthewordcup.Itmakesitplural,whichmeansmorethanone.
Find an object in the room that can be made plural by adding –s (e.g., desk, pencil, or book).
Name the object using the base word, then model adding the suffix –s as above.
Display the plural word for the object and use the following procedure to model how to
identify the suffix.
• Provide adaptations to further support or enhance student skill development
First,Ilooktoseeifthereisasuffix–sattheendoftheword.Icircleit.Next,Iunderlinethe
baseword.Finally,Iwritethesuffix–snexttotheword.
Repeat this procedure using the suffix –es. Possible objects include: watch, hall pass, bench.
Then, write the suffix –s above the words that end in –s. Write the suffix –es above the words
that end in –es.
T
hesuffixes–s and –escanbeaddedtobasewordstochangetheirmeaningslightly.Both–s
and –esmakeabasewordplural,meaningmorethanone.Weusethesuffix–stomakemost
wordsplural.Weusethesuffix–eswhenabasewordendswiththeletterssh,th,tch,ss,xandz.
• Include materials such as picture cards, wordlists, activity sheets and graphic organizers
Script page 1
Lexia Reading Core5
SKILL BUILDERS
Name:
Lexia Skill Builders
Level 17 | Structural Analysis
Greek Combining Forms 1
Read the Greek combining form at the top of the page and think about the meaning. Then, write the
combining form next to the picture that best shows the meaning.
derma
astro
graph
gram
biblio
anti
scope
meter
tele
naut
sphere
audio
Lexia Skill Builders are paper-based practice materials that reinforce and extend the online learning.
2
1
• Recommended upon completion of an activity to build automaticity and promote generalization
meter
3
NO
4
5
6
7
8
9
10
11
12
• Extend online learning to many speaking and writing activities
• Designed to be used independently, with a teacher, or with a peer partner
• Developed for classroom centers, homework, or after school programs
Try to think of some words with these Greek combining forms. Write a list on the back.
2
LEXIA INSTRUCTIONAL CONNECTIONS
Vocabulary
Skill Sequence
•
Basic Categories
•
Spatial Concept Words
•
Describing Words
•
Combining Adjectives
•
Categorizing Words
•
Multiple Meaning Words
•
SYNONYMS & ANTONYMS
•
Similes & Metaphors
•
Idioms
•
Simple Analogies
•
Affix & Root Meaning
(Structural Analysis)
•
Shades of Meaning
•
Complex Analogies
•
Greek Combining Forms
(Structural Analysis)
Synonyms & Antonyms
Synonyms (e.g., big and large) are words that have the same
meaning, while antonyms (e.g., big and little) are words that have
opposite meanings. As students learn more about synonyms and
antonyms, they develop their vocabulary and expand their descriptive
language skills.
Classroom Ideas
As necessary, teach or review the definition of synonyms and
antonyms. Collaborate with students to create word webs, with a
word, such as cold, at the center and related synonyms, such as
chilly, frosty, and freezing, on the outside. Students may check if
words are synonyms by using them in the same sentence. Then,
have students generate an antonym for the word and create a
unique sentence using that word.
Use examples of synonym or antonym pairs. Display and say one of
the words and provide a clue for the student to guess the matching
word. For example, “I’m thinking of a word that means almost the
same thing as loud and begins with the letter n.”
Lexia Instructional Connections
Lexia Instructional Connections provide strategies and routines to structure individual, small group or
whole class activities.
• Target essential components of reading skill instruction
Select at least four synonym or antonym pairs and have students
write each word with a picture cue on an index card. They can
use these cards and play Concentration, trying to turn up pairs of
synonyms or antonyms.
• Provide guidance and context to teachers while allowing for creativity and flexible delivery
Create a page with three columns with a target word in the middle
column (e.g., happy). Have students fill in synonyms for the target
words in one column (e.g., glad), as well as antonyms in the
other column (e.g., sad). Provide a thesaurus and have students
collaborate in pairs to complete the task.
• Link reading activities to content-area instruction in science, math & social studies
Curriculum Connection
Review classroom
vocabulary by having
students generate
synonyms and/or
antonyms for previously
learned terms. For
example, vocabulary
words and synonyms
from a science unit
may include soil (dirt),
rocks (stones), and
grow (develop).
Display and read sentences to students (e.g., He was not very
polite, so he grabbed the book). Underline specific words and have
students generate thoughtful, specific synonyms or antonyms. Work
with students to rewrite the sentences, using the new words (e.g., He
was not very courteous, so he snatched the book).
• Include reference tables, word lists and graphic organizers
page 1
MKTC5SP-0915
www.lexialearning.com
1-800-435-3942
Lexia Reading Core5
LEXIA LESSONS
LEVELS 4 & 5 | Comprehension
Sequencing Events
Description
This lesson is designed to help students form mental pictures of the events in a narrative.
As they visualize the details of the pictures, students work with the sequence words first, next,
and last, and build their understanding of story structure—beginning, middle, and end.
Students are prompted to ask questions to improve understanding and clarify information.
Teacher Tips
The instruction and practice in this lesson may be used with other three-event narratives.
If this lesson involves more than one student, present the following “rules for discussion:”
(1) Listen to each other, (2) take turns when talking, and (3) speak clearly.
Preparation/Materials
• Draw 3 rectangles. In left-to-right sequence,
draw 1 dot in the first frame, 2 in the second,
and 3 in the third
• Use the 2 sets of pictures at the end of
the lesson
Direct Instruction
Stories have a beginning, a middle, and an end. They go in order. We can use the words first,
next, and last to talk about that order. Watch carefully as I do three things.
Act out a simple three-step sequence: (1) Walk to the bookshelf, (2) Look at a few books, and
(3) Choose one book to bring back to your desk.
Display the three rectangles with dots. Point to each frame as you use the sequence words
first, next, and last as you talk about what you did.
The first thing I did was walk to the bookshelf. Next, I looked over the books.
And last, I picked the book I wanted to read.
Guided Practice
Display the three rectangles with dots as you tell students about the three parts of a story.
SAMPLE ONLY
Let’s think together about what I just did like we are thinking about a story.
When I listen to a story, I picture in my mind what is happening first—at the beginning
of the story. I picture what is happening next—in the middle of the story. And I
picture what is happening last—at the end of the story.
Now, I’m going to read a little story. As we listen, let’s picture what is happening
first, next, and last. It will be like watching a movie inside our head. Remember to listen to
others, take turns and speak clearly as we talk about the story.
• First, Carly and her mom picked apples at the orchard.
• Next, they filled a big basket with apples.
• Last, Carly and her mom baked apple pies at home.
Point to the single-dot frame and reread the first sentence.
Script page 1
Lexia Reading Core5
LEXIA LESSONS
LEVELS 4 & 5 | Comprehension
Sequencing Events
Here’s what I picture in the first part of the story. Carly is a girl who is with her mother. They are outdoors in an orchard—a kind of farm for apple trees. They are reaching up to pick apples
from the tree branches.
What do you picture at the beginning of the story? As we talk about the story, remember to
listen to others, take turns and speak clearly.
Encourage students to offer varied details about the girl, mother, and setting.
Emphasize that there are many ways to picture a scene.
Reread the second event. Have students give ideas about what they picture. Reread
the third event, and share ideas about what the scene looks like.
Then display the three pictures from the first story. Make sure they are not in order.
These pictures show what happens first, next, and last in the story. Which picture shows the beginning of the story? (The girl and her mother in the apple orchard.)
Direct students to place this picture by the first frame.
Which picture shows the middle of the story? (The girl and her mother carrying
a big basket of apples.)
Direct students to place this picture by the second frame.
What does this picture show? (The end of the story; the girl and her mother are
in the kitchen baking apple pies.)
Direct students to place this picture by the third frame.
Talk about the details that match what you and students imagined, and other details
the artist provided.
Do you have other questions about the story that will help you understand what happened?
Independent Application
Follow a similar procedure with the story below.
Now I’ll read a new story. Think about what happens first, next, and last.
Make a movie in your head as you listen.
• Simon threw a ball into the lake.
• Simon’s dog Pepper splashed into the lake.
• Pepper brought the ball back to Simon.
Have students describe what they picture in the beginning, middle, and end of the story.
SAMPLE ONLY
Then display the three pictures on the second picture page at the end of the lesson.
Direct students to place the pictures in sequence, under the three frames marked with
one, two, or three dots.
Script page 2
Lexia Reading Core5
LEXIA LESSONS
LEVELS 4 & 5 | Comprehension
Sequencing Events
Wrap-Up
Check students’ understanding. Present either set of pictures from the lesson. Ask students to use
their own words to tell what happens in the beginning, middle, and end of the story.
Use students’ responses to guide your choice of activities in the Adaptations section.
Adaptations
For Students Who Need More Support
For Students Ready to Move On
Option 1: Substitute an activity in which
students listen to two events that happen
“first” and “next.” They then pantomime the
events in sequence. Examples:
Read a familiar story to students, pausing to
ask questions about sequence. For example:
First, [name of student] walked to the
toy chest. Next, he/she found a puppet to play with.
First, Rabbit hopped to the garden.
Next, she nibbled on lettuce she found there.
SAMPLE ONLY
Option 2: Talk with students about three
things they have done so far today. Use the
words first, next, and last as you repeat the
events. Then, prompt students to retell “the
story of today” in sequence.
Whose porridge did Goldilocks try first? Next? Last?
Whose bed did Goldilocks sleep in first? Next? Last?
Goldilocks tried out the beds, the chairs,
and the porridge in the Bears’ house.
Which did she try out first, next, and last?
Students who complete this lesson should return to the online activities in Lexia Reading Core5. For further development of automaticity with these skills, provide students with Lexia Skill Builders.
Script page 3
Lexia Reading Core5
SKILL BUILDERS
Name:
Level 12 | Fluency
Passage Fluency 1
Read the passages below with a partner. Your partner may be an adult or a classmate.
Take turns being the reader and the listener.
THE READER SHOULD:
THE LISTENER SHOULD:
➊ Read the words carefully and clearly.
➊ Listen closely to the reader. Is the reading
smooth, clear and easy to understand?
➋ Pay attention to punctuation and read
with expression.
➋ As you listen, think of a question about
the passage to ask the reader when he
or she has finished reading.
1 Russ went on a trip with his friend Ben. They hiked in the woods. Then they came to
a place to camp. Ben’s dad made a fire. They sat by the fire and cooked hot dogs. Russ
helped set up a tent. Russ and Ben slept in sleeping bags in the tent. The camping trip
was fun. Russ liked sleeping in the tent.
Russ liked camping. He wished he had a tent at home. Russ took a sheet from his bed.
He hung one side of the sheet on a chair. He hung the other side on a shelf. The sheet
looked like a tent! The next day, Mom came in to wake up Russ. Russ peeked out from his
hanging sheet. “I like my tent,” he said.
2 Big Frog and Small Frog had a home in a pond. But now their pond was dry.
“We must find a wet place to live,” said Big Frog.
The frogs set out from the pond. They came to a deep hole. It was a well that people had
dug. The frogs saw water in the well.
“This deep well has water,” Small Frog said. “We can live here!”
Big Frog said, “We left the pond because it was dry. What will we do if this well dries up?
We will not have a way to get out. The hole is too deep.”
Big Frog was wise. The frogs set out again.
Discuss each reading with your partner.
SAMPLE ONLY
q Was the reading smooth and easy to understand?
q Did the reader read with expression?
q What questions do you have about the passage?
Practice these skills using a paragraph from a book of your choice.
4
Lexia Reading Core5
SKILL BUILDERS
Name:
Level 17 | Structural Analysis
Greek Combining Forms 1
Read the definition. Choose the Greek combining forms to make the word that matches the definition.
Write the combining forms in the correct order on the lines. Then write the whole word on the line below.
1
the study of the mind
psych
ology
psychology
2
3
4
the study of disease
path
auto
ology
an instrument to see things
that are far away
naut
scope
tele
a person who navigates
through the stars
anti
naut
astro
the study of time
chron
phobia
ology
a person’s own written
signature
graph
auto
derma
a written message sent
from far away
path
gram
tele
a fear of books
phobia
meter
biblio
an instrument for measuring
a person’s hearing
audio
meter
geo
the study of sound
theo
phon
ology
5
6
7
8
SAMPLE ONLY
9
psych
ology
sphere
10
Choose two words and write sentences for each word on the back.
4
Name:
Name:
Lexia Reading Core5
SKILL BUILDERS
falling
eating
camping
wishing
plums
runs
pets
hops
Lexia Reading Core5
gladly
lonely
slowly
endless
harmless
painless
Use these words in a sentence. Say your sentence to an adult or classmate.
swiftly
ly
less
4
oldest
deepest
darken
fallen
lessen
selfish
foolish
pinkish
Use these words in a sentence. Say your sentence to an adult or classmate.
shorten
en
darkness
neatness
madness
fitness
pinkish
neatness
fallen
ness
lessen
foolish
basement
sis
Level 10 | Structural Analysis
LEVEL 10 | Structural
AnalySimple Suffixes
oldest
darker
windy
childish
ish
basement
payment
shipment
pavement
madness
darkness
darken
ment
shipment
payment
selfish
Read the words at the top of the page. Circle the suffix in each word.
Then write the word in the box with the same suffix.
Lexia Reading Core5
SKILL BUILDERS
faster
messy
lowest
lucky
deepest painter
sleepy
neatest
farmer
messy
lucky
windy
sleepy
y
sis
Level 10 | Structural Analysis
LEVEL 10 | Structural
AnalySimple Suffixes
5
2
Name:
Name:
planted
twisted
rented
dusted
ed (ed)
rocked
called
Lexia Reading Core5
SKILL BUILDERS
yelled
8
7
6
5
4
3
2
1
ed
s
in class.
milk.
of books today.
ing
ment
They were drink
I got a ship
ish
.
the long pants?
the pipe.
en
es
Do not act fool
The man fix
Can you short
ly
.
on time.
The red sled went quick
She has two pet dog
The plane land
ing
ful
en
ment
ment
ish
ness
es
en
es
less
ly
s
est
ed
er
sis
bumped
Level 10 | Structural Analysis
LEVEL 10 | Structural
AnalySimple Suffixes
Circle the correct suffix to complete each word. Write the suffix in the blank.
twisted planted
screamed leaned stamped rented
cracked dusted
stamped
rocked
cracked
ed (t)
bumped
Think of another word with each suffix and add it to the correct box.
yelled
leaned
screamed
called
ed (d)
sis
Level 10 | Structural Analysis
LEVEL 10 | Structural
AnalySimple Suffixes
Read the words at the bottom of the page. Listen carefully for the sound of -ed at the end.
Circle the suffix in each word. Then cut out the words and glue them into the correct boxes.
Lexia Reading Core5
SKILL BUILDERS
6
3
SKILL BUILDERS
spotless
joyful
helpful
grateful
ful
painless
glasses
benches
beaches
grateful
lonely
harmless
useful
slowly
benches
glasses
endless
sis
Level 10 | Structural Analysis
LEVEL 10 | Structural
AnalySimple Suffixes
hops
dishes
gladly
helpful
es
joyful
beaches
Read the words at the top of the page. Circle the suffix in each word.
Then write the word in the box with the same suffix.
SKILL BUILDERS
Name:
faster
dented
1
painter
landed
lowest
neatest
est
Think of another word with each suffix and add it to the correct box.
darker
er
added
plums
Lexia Reading Core5
SKILL BUILDERS
Read the words at the bottom of the page. Circle the suffix in each word.
Then cut out the words and glue them into the correct boxes.
farmer
landed camping
eating
Name:
ended
ed
Level 10 | Structural Analysis
Simple Suffixes
wishing dented
runs
added
pets
ended
falling
Think of another word with each suffix and add it to the correct box.
ing
s
Read the words at the bottom of the page. Circle the suffix in each word.
Then cut out the words and glue them into the correct boxes.
SAMPLE ONLY
ANSWER KEY
Lexia Reading Core5
Level 10 | Structural Analysis
Simple Suffixes
3
LEXIA INSTRUCTIONAL CONNECTIONS
Structural Analysis
Skill Sequence
•
Simple Suffixes
•
Latin Prefixes
•
Latin Suffixes
•
Spelling Rules:
Doubling & Drop E
•
Prefix Meanings
•
ROOT MEANINGS
•
Prefix Change Rules
•
Spelling Rules:
Change y to i
•
Greek Combining Forms
•
Special Accent Rules
Curriculum Connection
SAMPLE ONLY
Engage students in
a “Root Hunt”. If they
come across a root in
their reading, have them
record the relevant word,
along with information
about where they
came across the word.
Share and consolidate
students’ findings.
Challenge students
to reach a collective
target, (e.g., five
sample words for
each learned root).
Root Meanings
Latin roots are word parts with specific meanings that are combined
with prefixes and/or suffixes to create words. The ability to identify
roots and their meanings helps students develop word identification
strategies for multisyllabic words, enhances academic vocabulary
development, and serves as a foundation for understanding
word structure.
Classroom Ideas
As necessary, teach or review the definition of a root. Directly teach
the meaning of each root. Have students read example words that
contain each root. Students should circle the prefix and/or suffix,
underline the root, and then read the whole word. Additionally,
they should use the meanings of the prefix and root to decide what
the whole word probably means and use it in a sentence.
Have students create individual decks of cards with Latin roots on
one side and their meanings on the other. Add pictures to provide
additional support for the meaning. Consolidate the cards on a
ring so that students can use them for warm-up or review.
Have students play a guessing game, whereby one student acts out
or draws a picture that represents a root and other students must
guess the root.
Provide a set of prefix, suffix, and root cards. Have students create
words by combining prefixes and suffixes with the roots. Discuss
how the meaning of each root relates to the meaning of the words
they create.
Create cards with word pairs (2 or 4 different words for each root).
Play a matching game in which students need to match words
with the same root (e.g., audience/audible). Have students create
a written or spoken sentence that includes both words (e.g., The
actor’s voice must be audible so the audience can hear his lines.).
page 1
Root Meanings–continued
Common Latin Roots*
Root
Meaning
Sample Words
aud
to hear
audible, audience
dict
to say
dictate, predict
duct
to lead
conduct, aqueduct
ject
to throw
eject, projectile
pel
to drive, push
propel, expel
port
to carry
export, portable
rupt
to break
disrupt, interruption
scrib
to write
scribble, manuscript
spect
to look, see, watch
spectator, inspect
struct
to build, form
obstruct, construction
tract
to drag, pull
extract, tractor
vis
to see
visible, visit
*Remind students that Latin roots provide a clue to a word’s meaning but that English words
are not a direct translation from Latin.
Example prefixes to combine with roots: in-, de-, re-, pro-, ex-, ob-, sub-, inter-, contra-, con-, trans-
SAMPLE ONLY
Example suffixes to combine with roots: -ed, -ing, -or, -s, -able/-ible
page 2
LEXIA INSTRUCTIONAL CONNECTIONS
Vocabulary
Skill Sequence
•
Basic Categories
•
Spatial Concept Words
•
Describing Words
•
Combining Adjectives
•
Categorizing Words
•
Multiple Meaning Words
•
SYNONYMS & ANTONYMS
•
Similes & Metaphors
•
Idioms
•
Simple Analogies
•
Affix & Root Meaning
(Structural Analysis)
•
Shades of Meaning
•
Complex Analogies
•
Greek Combining Forms
(Structural Analysis)
Synonyms & Antonyms
Synonyms (e.g., big and large) are words that have the same
meaning, while antonyms (e.g., big and little) are words that have
opposite meanings. As students learn more about synonyms and
antonyms, they develop their vocabulary and expand their descriptive
language skills.
Classroom Ideas
As necessary, teach or review the definition of synonyms and
antonyms. Collaborate with students to create word webs, with a
word, such as cold, at the center and related synonyms, such as
chilly, frosty, and freezing, on the outside. Students may check if
words are synonyms by using them in the same sentence. Then,
have students generate an antonym for the word and create a
unique sentence using that word.
Use examples of synonym or antonym pairs. Display and say one of
the words and provide a clue for the student to guess the matching
word. For example, “I’m thinking of a word that means almost the
same thing as loud and begins with the letter n.”
Select at least four synonym or antonym pairs and have students
write each word with a picture cue on an index card. They can
use these cards and play Concentration, trying to turn up pairs of
synonyms or antonyms.
SAMPLE ONLY
Curriculum Connection
Review classroom
vocabulary by having
students generate
synonyms and/or
antonyms for previously
learned terms. For
example, vocabulary
words and synonyms
from a science unit
may include soil (dirt),
rocks (stones), and
grow (develop).
Create a page with three columns with a target word in the middle
column (e.g., happy). Have students fill in synonyms for the target
words in one column (e.g., glad), as well as antonyms in the
other column (e.g., sad). Provide a thesaurus and have students
collaborate in pairs to complete the task.
Display and read sentences to students (e.g., He was not very
polite, so he grabbed the book). Underline specific words and have
students generate thoughtful, specific synonyms or antonyms. Work
with students to rewrite the sentences, using the new words (e.g., He
was not very courteous, so he snatched the book).
page 1
Synonyms & Antonyms–continued
Synonym Pairs
First Word
Antonym Pairs
Possible
Second Word
First Word
Possible
Second Word
kind or nice
sweet
sour
smart
bright or clever
curly
straight
rug
mat or carpet
right
wrong
yell
shout or scream
new
old
road
street or avenue
soft
hard
easy
simple or effortless
light
dark
rest
nap or sleep
slow
fast
robber
thief or burglar
shout
whisper
dirt
soil or earth
laugh
cry
giggle
chuckle or laugh
found
lost
loud
noisy or rowdy
rainy
sunny
thin
slim or skinny
sick
healthy
happy
glad or thrilled
give
take
cry
sob or weep
thick
thin
search
seek or look for
dry
wet
friend
pal or buddy
happy
sad
SAMPLE ONLY
sweet
page 2