Grade |
Standard |
Lessons |
ClickN READ Phonics Exercise |
| Grade K |
| 110.2 |
(b) Knowledge and skills |
| |
1) Listening/speaking/purposes |
| K |
D. Listen critically to interpret and evaluate |
1-100 |
This is the primary mode of instruction in all exercises within the program. Students must listen and evaluate to determine correct responses |
| |
5) Reading/print awareness |
| K |
B. Know that print moves left-to-right across the page and top-to-bottom. |
3-100
55-100 |
Story Reading
Sentence Dictation |
| K |
C. Understand that written words are separated by spaces. |
3-100
55-100 |
Story Reading
Sentence Dictation |
| K |
D. Know the difference between individual letters and printed words. |
1-100 |
All Lessons have multiple exercises that introduce, systematically develop and practice this skill |
| K |
E. Know the difference between capital and lowercase letters. |
1-100 |
All letters of the alphabet are presented in multiple exercises as both upper and lower case. |
| K |
G. Understand that spoken words are represented in written language by specific sequences of letters. |
1-100
14-100
55-100 |
Word Blending
Spelling Sight Words
Sentence Dictation |
| |
|
|
|
| |
6) Reading/phonological awareness. |
| K |
A. Demonstrate the concept of word by dividing spoken sentences into individual words |
50-100
55-100 |
Making Sentence
Sentence Dictation |
| K |
D. Identify and isolate the initial and final sound of a spoken word |
1-25 |
Beginning, Middle, Ending letter sounds in words. |
| K |
E. Blend sounds to make spoken words |
1-100 |
Word Blending |
| K |
F. Segment one-syllable spoken words into individual phonemes, clearly producing beginning, medial, and final sounds |
1-25 |
Beginning, Middle, Ending letter sounds in words. |
| |
7) Reading/letter-sound relationships. |
| K |
A. Name and identify each letter of the alphabet |
1-100
1-100
4-100 |
Letter Sound - screen selection
Letter Sound - keyboard selection
Letter Sound Review |
| K |
B. Understand that written words are composed of letters that represent sounds |
1-100 |
Identifying corresponding letters words and sentences to letter sounds, words and sentences heard audibly is performed in all exercises in the program. |
| |
10) Reading/literary response. |
| K |
A. Listen to stories being read aloud |
3-100 |
Story Reading |
| |
14) Writing/spelling/penmanship. |
| K |
C. Use phonological knowledge to map sounds to letters to write messages |
55-100 |
Sentence Dictation |
| |
15) Writing/composition. |
| K |
F. Use available technology to compose text |
55-100 |
Sentence Dictation |
| |
|
|
|
| Grade 1 |
| 110.3 |
(b) Knowledge and skills |
| |
1) Listening/speaking/purposes |
| 1 |
D. Listen critically to interpret and evaluate |
1-100 |
This is the primary mode of instruction in all exercises within the program. Students must listen and evaluate to determine correct responses |
| |
5) Reading/print awareness |
| 1 |
B. Know that print moves left-to-right across the page and top-to-bottom. |
3-100
55-100 |
Story Reading
Sentence Dictation |
| 1 |
C. Understand that written words are separated by spaces. |
3-100
55-100 |
Story Reading
Sentence Dictation |
| 1 |
D. Know the difference between individual letters and printed words. |
1-100 |
All Lessons have multiple exercises that introduce, systematically develop and practice this skill |
| 1 |
F. Know the difference between capital and lowercase letters. |
1-100 |
All letters of the alphabet are presented in multiple exercises as both upper and lower case. |
| 1 |
H. Understand that spoken words are represented in written language by specific sequences of letters. |
1-100
14-100
55-100 |
Word Blending
Spelling Sight Words
Sentence Dictation |
| 1 |
J. Recognize that there are correct spellings for words |
14-100
55-100 |
Spelling Sight Words
Sentence Dictation |
| |
6) Reading/phonological awareness. |
| 1 |
A. Demonstrate the concept of word by dividing spoken sentences into individual words |
50-100
55-100 |
Making Sentence
Sentence Dictation |
| 1 |
D. Identify and isolate the initial and final sound of a spoken word |
1-25 |
Beginning, Middle, Ending letter sounds in words. |
| 1 |
E. Blend sounds to make spoken words, including three and four phoneme words |
1-100 |
Word Blending |
| 1 |
F. Segment one-syllable spoken words into individual phonemes, including three and four phoneme words , clearly producing beginning, medial, and final sounds |
1-25 |
Beginning, Middle, Ending letter sounds in words. |
| |
7) Reading/letter-sound relationships. |
| 1 |
A. Name and identify each letter of the alphabet |
1-100
1-100
4-100 |
Letter Sound - screen selection
Letter Sound - keyboard selection
Letter Sound Review |
| 1 |
B. Understand that written words are composed of letters that represent sounds |
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 |
C. Learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read |
1-100
14-100
55-100 |
Word Blending
Spelling Sight Words
Sentence Dictation |
| 1 |
D. Learn and apply the most common letter-sound correspondences, including the sounds represented by single letters (consonants and vowels); consonant blends such as bl, st, tr; consonant digraphs such as th, sh, ck; and vowel digraphs and diphthongs such as ea, ie, ee |
1-100
1-100
4-100 |
Letter Sound - screen selection
Letter Sound - keyboard selection
Letter Sound Review |
| 1 |
E. Blend initial letter-sounds with common vowel spelling patterns to read words |
1-100 |
Word Blending |
| 1 |
F. Decode by using all letter-sound correspondences within regularly spelled words |
1-100
11-100
14-100
55-100 |
Word Blending
Sight Words
Spelling Sight Words
Sentence Dictation |
| 1 |
G. Use letter-sound knowledge to read decodable texts (engaging and coherent texts in which most of the words are comprised of an accumulating sequence of letter-sound correspondences being taught) |
1-100 |
Story Reading |
| |
8) Reading/word identification. |
| 1 |
A. Decode by using all letter-sound correspondences within a word |
14-100
55-100
47-59 |
Spelling Sight Words
Sentence Dictation
Spelling Silent E Words |
| 1 |
B. Use common spelling patterns to read words |
1-100
3-100
50-100
4-100 |
Word Blending
Story Reading
Making Sentences
Word Recognition Review |
| 1 |
C. Use structural cues to recognize words such as compounds, base words, and inflections such as -s, -es, -ed, and -ing |
21-79 |
Word Endings |
| 1 |
E. Recognize high frequency irregular words such as said, was, where, and is |
11-100
14-100 |
Sight Words
Spelling Sight Words |
| |
13) Reading/literary response. |
| 1 |
A. Listen to stories being read aloud |
3-100 |
Story Reading |
| |
17) Writing/spelling/penmanship. |
| 1 |
C. Use phonological knowledge to map sounds to letters to write messages |
55-100 |
Sentence Dictation |
| |
15) Writing/writing processes. |
| 1 |
E. Use available technology to compose text |
55-100 |
Sentence Dictation |
| |
20) Writing/spelling. |
| 1 |
A. Write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop) |
14-100
55-100
47-59 |
Spelling Sight Words
Sentence Dictation
Spelling Silent E Words |
| 1 |
C. Spell single syllable words that have r-controlled vowels such as in burn or star; that have the final consonants f, l, and s such as in miss or doll; and that have ck as the final consonants such as in buck |
14-100
55-100 |
Spelling Sight Words
Sentence Dictation |
| Grade 2 |
| 110.4 |
(b) Knowledge and skills |
| |
1) Listening/speaking/purposes |
| 2 |
D. Listen critically to interpret and evaluate |
1-100 |
This is the primary mode of instruction in all exercises within the program. Students must listen and evaluate to determine correct responses |
| |
5) Reading/word identification. |
| 2 |
A. Decode by using all letter-sound correspondences within a word |
14-100
55-100
47-59 |
Spelling Sight Words
Sentence Dictation
Spelling Silent E Words |
| 2 |
B. Blend initial letter - sounds with common vowel spelling patterns to read words |
1-100 |
Word Blending |
| 2 |
C. Recognize high frequency irregular words such as said, was, where, and is |
11-100
14-100 |
Sight Words
Spelling Sight Words |
| 2 |
E. Use structural cues to recognize words such as compound, base words, and inflections such as -s, -es, -ed, and -ing |
21-79 |
Word Endings |
| 2 |
F. Use structural cues such as prefixes and suffixes to recognize words |
80-87
88-96 |
Prefixes
Suffixes |
| |
16) Writing/spelling. |
| 2 |
B. Write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop) |
14-100
55-100
47-59 |
Spelling Sight Words
Sentence Dictation
Spelling Silent E Words |
| Grade 3 |
| 110.5 |
(b) Knowledge and skills |
| |
1) Listening/speaking/purposes |
| 3 |
D. Listen critically to interpret and evaluate |
1-100 |
This is the primary mode of instruction in all exercises within the program. Students must listen and evaluate to determine correct responses |
| |
5) Reading/word identification. |
| 3 |
A. Decode by using all letter-sound correspondences within a word |
14-100
55-100
47-59 |
Spelling Sight Words
Sentence Dictation
Spelling Silent E Words |
| 3 |
B. Blend initial letter - sounds with common vowel spelling patterns to read words |
1-100 |
Word Blending |
| |
16) Writing/spelling. |
|
|
| 3 |
A. Write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop) |
14-100
55-100
47-59 |
Spelling Sight Words
Sentence Dictation
Spelling Silent E Words |
