Phonics
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Texas Essential Knowledge and Skills for English Language Arts and Reading
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

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