Grade |
Standard |
Lessons |
ClickN READ Phonics Exercise |
| Grade K |
| Strand 1: Reading Process |
| |
Concept 1: Print Concepts |
|
| K |
PO 1. Recognize that print represents spoken language and conveys meaning (e.g., his/her own name, Exit and Danger signs). |
1-100 |
ClickN READ Phonics login requires students to recognize their own name in print. |
| K |
PO 3. Start at the top left of the printed page, track words from left to right, using return sweep, and move from the top to the bottom of the page. |
3-100 |
Story Reading |
| K |
PO 5. Distinguish between printed letters and words. |
1-100 |
All lessons have multiple exercises that introduce, systematically develop and practice this skill |
| K |
PO 6. Recognize that spoken words are represented in written language by specific sequences of letters. |
1-100 |
All lessons have multiple exercises that introduce, systematically develop and practice this skill |
| K |
PO 7. Recognize the concept of words by segmenting spoken sentences into individual words. |
55-100 |
Sentence Dictation |
| K |
PO 8. Demonstrate the one-to-one correlation between a spoken word and a printed word. |
1-100 |
All lessons have multiple exercises that require student to accurately correlate spoken words to printed words. |
| |
Concept 2: Phonemic Awareness |
|
| K |
PO 4. Blend two or three spoken syllables to say words. |
1-100 |
Word Blending |
| K |
PO 5. Blend spoken simple onsets and rimes to form real words (e.g., onset /c/ and rime /at/ makes cat). |
1-100 |
Word Blending |
| K |
PO 6. Blend spoken phonemes to form a single syllable word (e.g., /m/…/a/…/n/…makes man). |
1-100 |
Word Blending |
| K |
PO 7. Identify the initial and final sounds (not the letter) of a spoken word. |
1-25 |
Beginning, Middle, Ending letter sounds in words. |
| |
Concept 3: Phonics |
|
| K |
PO 1. Identify letters of the alphabet (upper and lower case). |
1-100 |
All letters of the alphabet are presented in multiple exercises as both upper and lower case. |
| K |
PO 3. Say letter sounds represented by the single-lettered consonants and vowels. |
1-100
1-100
4-100 |
Letter Sound - screen selection
Letter Sound - keyboard selection
Letter Sound Review |
| |
Concept 4: Vocabulary |
|
| K |
PO 1. Determine what words mean from how they are used in a sentence, heard or read. |
80-87
88-96 |
Prefixes
Suffixes |
| |
|
|
|
| GRADE 1 |
| Strand 1: Reading Process |
| |
Concept 1: Print Concepts |
|
| 1 |
PO 2. Distinguish between uppercase and lowercase letters. |
1-100 |
All letters of the alphabet are presented in multiple exercises as both upper and lower case. |
| |
Concept 2: Phonemic Awareness |
|
| 1 |
PO 4. Distinguish between initial, medial, and final sounds in single-syllable words. |
1-25 |
Beginning, Middle, Ending letter sounds in words. |
| 1 |
PO 5. Distinguish between long and short vowel sounds in orally stated single-syllable words (bit/bite). |
15-100 |
Word Families |
| 1 |
PO 6. Generate sounds from letters and letter patterns, including consonant blends and long- and short-vowel patterns (phonograms), to combine those sounds into recognizable words. |
55-100 |
Sentence Dictation |
| 1 |
PO 7. Blend spoken phonemes with more than three sounds into one-syllable words, including consonant blends and digraphs (e.g., /f/i/n/d/ = find; /fl/a/t/ = flat). |
1-100 |
Word Blending |
| |
Concept 3: Phonics |
|
| 1 |
PO 1. Decode regularly spelled two syllable words fluently by applying the most common letter-sound correspondences, including the sounds represented by: • Single letters (consonants and vowels), • Consonant blends (e.g., bl, st, tr), • Consonant digraphs (e.g., th, sh, ck), and • Vowel digraphs and diphthongs (e.g., ea, ie, ee). |
11-100
14-100
1-100
50-100
55-100
3-100
4-100
|
Sight Words
Spelling Sight Words
Word Blending
Making Sentence
Sentence Dictation
Story Reading
Word Recognition Review |
| 1 |
PO 2. Use knowledge of inflectional endings (e.g., -s, -ed, -ing) to identify base words. |
21-79 |
Word Endings |
| 1 |
PO 4. Read words with common spelling patterns (e.g., -ite, -ill, -ate). |
15-100
3-100
4-100 |
Word Families
Story Reading
Word Recognition Review |
| 1 |
PO 5. Recognize high frequency words and irregular sight words. |
11-100
14-100
4-100 |
Sight Words
Spelling Sight Words
Word Recognition Review |
| 1 |
PO 7. Use knowledge of word order (syntax) and context to confirm decoding. |
50-100
55-100 |
Making Sentence
Sentence Dictation |
| Grade 2 |
| |
Concept 2: Phonemic Awareness |
|
| 2 |
PO 2. Blend isolated phonemes to form two syllable words, using r-controlled vowel sounds, digraphs, and diphthongs (e.g., /t/…/i/…/g/…/er/ makes tiger). |
1-100
55-100 |
Word Blending
Sentence Dictation |
| |
Concept 3: Phonics |
|
| 2 |
PO 1. Read multi-syllabic words fluently, using letter-sound knowledge. |
1-100
11-100
14-100
50-100
55-100 |
Word Blending
Sight Words
Spelling Sight Words
Making Sentences
Sentence Dictation |
| 2 |
PO 3. Recognize regular plurals (e.g., hat/hats, watch/watches) and irregular plurals (e.g., fly/flies, wife/wives) in context. |
21-79 |
Word Endings |
| 2 |
PO 4. Use knowledge of spelling patterns such as diphthongs, and special vowel spellings when reading. |
1-100
3-100 |
Word Blending
Story Reading |
| 2 |
PO 6. Recognize high frequency words and irregular sight words |
11-100
14-100
4-100 |
Sight Words
Spelling Sight Words
Word Recognition Review |
| 2 |
PO 8. Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words. |
1-100
55-100
3-100 |
Word Blending
Sentence Dictation
Story Reading |
| 2 |
PO 9. Use knowledge of word order (syntax) and context to confirm decoding. |
50-100
55-100 |
Making Sentence
Sentence Dictation |
| |
Concept 4: Vocabulary |
|
| 2 |
PO 1. Identify simple prefixes (e.g., un-, re-) to determine the meaning of words. |
80-87 |
Prefixes |
| 2 |
PO 2. Use knowledge of simple prefixes (e.g., un-, re-) to determine the meaning of words. |
80-87 |
Prefixes |
| 2 |
PO 3. Identify simple suffixes (e.g., -ful, -ly) to determine the meaning of words. |
88-96 |
Suffixes |
| 2 |
PO 4. Use knowledge of simple suffixes (e.g., -ful, -ly) to determine the meaning of words. |
88-96 |
Suffixes |
| Grade 3 |
| |
Concept 3: Phonics |
|
| 3 |
PO 1. Read multi- syllabic words fluently, using letter-sound knowledge. |
1-100
11-100
14-100
50-100
55-100 |
Word Blending
Sight Words
Spelling Sight Words
Making Sentences
Sentence Dictation |
| 3 |
PO 3. Apply knowledge of the following common spelling Patterns to read words:
• that drop the final e and add endings such as: –ing, -ed, or –able (e.g., use/using/used/usable)
• with final consonants that need to be doubled when adding an ending (e.g., hop/hopping)
• that require changing the final y to i (e.g., baby/babies)
• that end in –tion, -sion, (e.g., election, vision)
• with complex word families (e.g., -ight, -ought);
• that include common prefixes, suffixes and root words.
|
n/a
21-79
n/a
88-96
15-100
80-96 |
Word Endings
Suffixes
Word Families
Prefixes & Suffixes |
| 3 |
PO 5. Recognize high frequency words and irregular sight words. |
11-100
14-100
4-100 |
Sight Words
Spelling Sight Words
Word Recognition Review |
| |
Concept 4: Vocabulary |
|
| 3 |
PO 1. Use knowledge of prefixes to (e.g., un-, re-, in-, dis-) to determine the meaning of words. |
80-87 |
Prefixes
|
| 3 |
PO 2. Use knowledge of suffixes (e.g., -ful, -ly, -less) to Determine the meaning of words. |
88-96 |
Suffixes |
