Grade |
Standard |
Lessons |
ClickN READ Phonics Exercise |
| Grade K |
| |
Strand: Reading |
| |
Substrand: 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development |
| K |
1.2 Follow words from left to right and from top to bottom on the printed page. |
3-100
55-100 |
Story Reading
Sentence Dictation |
| K |
1.4 Recognize that sentences in print are made up of separate words. |
3-100
55-100
50-100 |
Story Reading
Sentence Dictation
Making Sentences |
| K |
1.5 Distinguish letters from words. |
1-100 |
All Lessons have multiple exercises that introduce, systematically develop and practice this skill. |
| K |
1.6 Recognize and name all uppercase and lowercase letters of the alphabet. |
1-100 |
All letters of the alphabet are presented in multiple exercises as both upper and lower case. |
| K |
1.7 Track (move sequentially from sound to sound) and represent the number, sameness/difference, and order of two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/). |
1-100
1-100
4-100 |
Letter Sound - Screen Selection
Letter Sound - Keyboard Selection
Letter Sound Review
|
| K |
1.8 Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g., vowel-consonant, consonant-vowel, or consonant-vowel-consonant). |
1-25
1-100 |
Beginning, Middle, Ending letter sounds in words
Word Blending |
| K |
1.9 Blend vowel-consonant sounds orally to make words or syllables. |
1-100 |
Word Blending |
| K |
1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds. |
1-25 |
Beginning, Middle, Ending letter sounds in words |
| K |
1.12 Track auditorily each word in a sentence and each syllable in a word. |
1-100
3-100 |
Word Blending
Story Reading |
| K |
1.14 Match all consonant and short-vowel sounds to appropriate letters. |
1-100 |
All Lessons - multiple exercises |
| K |
1.15 Read simple one-syllable and high-frequency words (i.e., sight words). |
11-100
14-100 |
Sight Words
Spelling Sight Words |
| K |
1.16 Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle). |
1-100 |
All lessons - multiple exercises |
| |
Strand: Writing |
| |
Substrand: 1.0 Writing Strategies |
| K |
1.2 Write consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle). |
55-100 |
Sentence Dictation |
| K |
1.3 Write by moving from left to right and from top to bottom. |
55-100 |
Sentence Dictation |
| |
Strand: Written & Oral English Language Conventions |
| K |
1.2 Spell independently by using pre-phonetic knowledge, sounds of the alphabet, and knowledge of letter names. |
14-100
55-100 |
Spelling Sight Words
Sentence Dictation |
| |
Strand: Listening and Speaking |
| |
Substrand: 1.0 Listening and Speaking Strategies |
| K |
1.1 Understand and follow one- and two-step oral directions. |
1-100 |
All lessons - all exercises |
| Grade 1 |
| |
Strand: Reading |
| |
Substrand: 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development |
| 1 |
1.1 Match oral words to printed words. |
1-100 |
This is the primary mode of instruction in all exercises within the program. Words presented orally must be matched to printed words on the screen. |
| 1 |
1.3 Identify letters, words, and sentences. |
1-100 |
Identifying corresponding letters words and sentences to letter sounds, words and sentences heard audibly is performed in all exercises in the program. |
| 1 |
1.4 Distinguish initial, medial, and final sounds in single-syllable words. |
1-25 |
Beginning, Middle, Ending letter sounds in words |
| 1 |
1.8 Blend two to four phonemes into recognizable words (e.g., /c/a/t/ = cat; /f/l/a/t/ = flat). |
1-100 |
Word Blending |
| 1 |
1.9 Segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ =splat; /r/i/ch/ = rich). |
1-100 |
Word Blending |
| 1 |
1.11 Read common, irregular sight words (e.g., the, have, said, come, give, of). |
12-100
14-100 |
Sight Words
Spelling Sight Words |
| 1 |
1.15 Read common word families (e.g., -ite, -ate). |
15-100 |
Word Families |
| |
Substrand: 2.0 Reading Comprehension |
| 1 |
2.1 Identify text that uses sequence or other logical order. |
50-100
55-100 |
Making Sentences
Sentence Dictation |
| |
Strand: Written & Oral English Language Conventions |
| 1 |
1.8 Spell three- and four-letter short-vowel words and grade-level-appropriate sight words correctly. |
14-100 |
Spelling Sight Words |
| Grade 2 |
| |
Strand: Reading |
| |
Substrand: 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development |
| 2 |
1.9 Know the meaning of simple prefixes and suffixes (e.g., over-, un-, - ing, -ly). |
80-87
88-96 |
Prefixes
Suffixes |
| |
Strand: Written & Oral English Language Conventions |
| 2 |
1.2 Recognize and use the correct word order in written sentences. |
50-100
55-100 |
Making Sentences
Sentence Dictation |
| 2 |
1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why). |
14-100 |
Spelling Sight Words |
| Grade 3 |
| |
Strand: Reading |
| |
Substrand: 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development |
| 3 |
1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful) to determine the meaning of words. |
80-87
88-96 |
Prefixes
Suffixes |
