Lexia Primary Reading™ Teacher`s Guide

Transcription

Lexia Primary Reading ™
Teacher’s Guide
Version 1.0
Lexia Learning Systems • 2 Lewis Street • Post Office Box 466 • Lincoln, MA 01773 • USA
TEL: 781-259-8752 • INSIDE U.S. 800-435-3942 • FAX: 781-259-1349
WEB: www.lexialearning.com • EMAIL: [email protected]
Information in this document is subject to change without notice and does not represent a commitment on the part of
Lexia Learning Systems, Inc. The software described in this document is furnished under a license agreement or non-disclosure agreement. The software may be used only in accordance with the terms of the agreement. It is against the law
to copy the software on any medium except as specifically allowed in the license or non-disclosure agreement. No part of
this manual may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, for any purpose without the express written permission of Lexia Learning Systems, Inc.
Lexia® is a registered trademark of Lexia Learning Systems, Inc.
Lexia Phonics Based Reading® is a registered trademark of Lexia Learning Systems, Inc.
Lexia Primary ReadingTM is a trademark of Lexia Learning Systems, Inc.
Lexia Quick Reading Test® is a registered trademark of Lexia Learning Systems, Inc.
Windows® is a registered trademark of Microsoft, Inc.
Apple® and Macintosh® are registered trademarks of Apple Computer, Inc.
DIRECTOR® COPYRIGHT ©1994, 1997 Macromedia, Inc.
Acrobat® is a registered trademark of Adobe Systems, Inc.
V1.0 102804
COPYRIGHT © Lexia Learning Systems, Inc. 1994-2004.
All rights reserved.
Printed in the United States of America.
Lexia Pr imar y Reading
CONTENTS
CHAPTER 1: INTRODUCTION
Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1
How Primary Reading Works . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1
Where Primary Reading is Used . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.2
Designers of Primary Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.2
Rationale Underlying Lexia Products . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.2
Companion Assessment Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1.3
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1.3
CHAPTER 2: INSTALLATION
System Requirements and Specifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.1
Macintosh Installation Instructions (Stand-Alone) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.1
Windows Installation Instructions (Stand-Alone) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.2
Installing or Upgrading Adobe Acrobat Reader (Stand-Alone) . . . . . . . . . . . . . . . . . . . . . . . . . 2.3
Accessing the Guides from Within the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2.4
Viewing and Printing the Guides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2.4
Network Installation Instructions for Windows . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2.5
Network Installation Instructions for Macintosh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2.8
Server-Side Control of the Database . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2.11
CHAPTER 3: QUICK START
Starting Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.1
Primary Reading Schematic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3.2
Adding Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.3
Using Classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.3
Administrative Password Protection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.4
The Lexia Help System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.4
The Administrative Functions List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3.5
Turning Off the Screen Saver . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.6
Important Tips for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3.7
Topics in the Administrator’s Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3.8
CHAPTER 4: USING THE ACTIVITIES
The Initial Launch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.1
Monitoring Student Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.2
Repeating Audio . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.3
Exiting Levels and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.3
Level 1 Activities Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.4
Sounds to Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.5
Consonant Castle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.6
Sight Word Search I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.7
Sort B, D, P . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.8
Short Vowel Match . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.9
Level 2 Activities Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.10
Sounds to Letters II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.11
Consonant Blast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.12
Sight Word Search II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.14
Short Vowel Bridge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.15
Picture-Word Match . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.16
Sound Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.18
Sight Word Search III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.19
Silent-E Switch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.20
Fast Find . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.21
Silent-E Score . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.22
Word Hunt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.24
Sight Word Search IV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.25
Word Stairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.26
Pirate Ship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.27
Group It I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.28
Super Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.30
Add It! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.31
Sight Word Search V . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.33
Elevator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.34
Group It II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.35
CHAPTER 5: INTERPRETING REPORTS
Reports in Primary Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5.1
Interpreting Student Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5.1
Interpreting Use Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5.2
Interpreting Class Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5.2
Interpreting Detailed Task Progress Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5.3
i-Button Use Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5.4
Interpreting Bar Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5.4
Current Unit Snapshots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5.5
CHAPTER 6: TROUBLESHOOTING
Recovering Backup Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6.1
Insufficient Privileges Error . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6.1
Troubleshooting the Sound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.2
Troubleshooting the Graphic Display . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.3
Troubleshooting Performance Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.3
Troubleshooting Mac 9.X . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6.5
Troubleshooting Logins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6.5
Troubleshooting Passwords . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.5
Screen Saver Interference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.6
Network Performance Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.6
Lexia Service and Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.6
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.7
Chapter 1
INTRODUCTION
PURPOSE
Lexia Primary Reading™ is a state-of-the-art computer program designed to help students, ages 5 to 8,
acquire and improve basic reading skills. Its learning activities focus on developing and reinforcing automatic word-recognition skills generally taught in kindergarten through grade 3. Primary Reading is based on
the most broadly accepted theories of reading acquisition (Adams, 1990; McGuinness, 1997; SpearSwerling & Sternberg, 1994; Wolf, 1991; National Reading Panel 2000; National Research Council, 1998).
It is intended to be part of an integrated language arts program that includes systematic work in oral language and reading comprehension, but it can also be used as a stand-alone supplement.
The activities in Primary Reading reinforce the application of word-attack strategies to single words and contextual material. The focus of the activities is on developing awareness of the phonological structure of language as well as on monitoring for meaning. The interactive, phonics-based activities reinforce sound-symbol correspondence and help develop automatic word recognition and comprehension. Activities include
the application of reading strategies to single words, phrases, sentences, paragraphs and brief stories. The
activity formats also encourage listening skills and the following of directions. Timed activities are included
to increase automaticity and the use of pictures facilitates comprehension.
HOW PRIMARY READING WORKS
Students work independently by listening to verbal computer instructions and clicking on images with a
mouse. The interactive exercises branch automatically in response to the student's performance, providing
practice in areas of difficulty, and moving on to more difficult areas when the student is ready. The student’s progress is written to the hard drive, so that the appropriate unit displays each time s/he returns to
the program. Teachers may override the automatic branching function at any time to specify program units,
or customize exercises for individuals. The activities are colorful and intriguing, with formats and graphics
that interest, motivate and make practice enjoyable.
Feedback and Progress Reports
Primary Reading provides individual performance reports for students, parents and teachers. Achievement
Reports illustrate the progression through levels so that students can monitor their own progress. In addition, the Primary Reading performance recording system provides detailed individual and class reports. The
reports facilitate close monitoring of student responses, and support activity adjustments both in Primary
Reading and in teacher-directed instruction.
INTRODUCTION
1.1
WHERE PRIMARY READING IS USED
Primary Reading was originally field tested in public and private elementary schools, and in a private school
for dyslexic students. Today, Primary Reading is used in learning centers, resource rooms, special education
offices, homes, and in traditional, mainstream and whole language classrooms.
Instructors with a wide range of approaches to teaching reading have found Lexia Primary Reading to be useful. They find that including language analysis activities in reading lessons helps students explore language
structure in a manner that complements work in reading comprehension and writing. Both teachers and
parents appreciate that students can work with the software independently.
DESIGNERS OF PRIMARY READING
Primary Reading was developed by well-known special educators and reading specialists: Alice Garside,
M.Ed., Pamela Hook, Ph.D., and Sharon Marsh, Ed.D. The development of the Lexia products was initially
supported by grants from the National Institutes of Health, Child Health and Human Development.
®
RATIONALE UNDERLYING LEXIA PRODUCTS
Lexia products are designed to capitalize on the benefits of computerized instruction as well as to reflect
recent theories of reading acquisition and the reading process.
Advantages of Computer-Assisted Instruction in Teaching Reading
Computer-assisted instruction is particularly well suited to deliver supplementary reading instruction.
Torgesen (1984) and Healy (1998), among others, have emphasized the usefulness of computers in delivering highly motivational practice in reading. Game formats, specifically defined goals, and lively but nondistracting graphics are useful in increasing attention and motivation (Malone, 1980, Christensen &
Gerber, 1990 and Ford et al., 1993). The computer also presents tasks quickly to develop automaticity, it is
infinitely patient, and it enables the student to review material as frequently as necessary without embarrassment. Carefully designed software can improve lesson continuity and provide immediate feedback, as
well as monitor and report student progress. Primary Reading is designed to fulfill all of these criteria.
Learning to Read with Primary Reading
It is well recognized that the process of reading involves two separate but interrelated areas: decoding and
comprehension. Efficient reading requires adequate underlying language skills, as well as the ability to
decode words automatically. Difficulties in automatic word recognition seriously affect reading fluency and
comprehension (Perfetti & Lesgold, 1979; Stanovich, 1980).
Primary Reading is specifically designed to increase automatic word recognition by reinforcing phonic elements and sound/symbol relationships. The importance of this knowledge for effective acquisition of reading skills has been emphasized by educators in the field for years (Chall, l983; Adams, 1990), and more
recently, in comprehensive books by Diane McGuinness (1997) and the National Reading Panel (2000).
Primary Reading provides opportunities for practicing word-attack strategies to single words as well as
1.2
INTRODUCTION
connected text. The resulting knowledge of language structure and sound/symbol correspondence gives students a concrete strategy to apply when confronted with unfamiliar words, improving their reading independence.
Primary Reading also helps to develop auditory processing abilities, which are considered critical in acquiring
word-attack skills. One of the most important auditory processing skills associated with learning to read is
phonological awareness (Adams, 1990; Leong, 1991; Liberman & Shankweiler, 1985; Snow et al., 1998;
Share & Stanovich, 1995; Wagner & Torgesen, 1987). Phonological awareness involves the ability to analyze the sound structure of spoken language. It includes the ability to segment words into sounds (phonemic analysis), and to blend those sounds back into words (phonemic synthesis). It is the basis for developing phonic word-attack strategies which involve associating individual sounds with letters (sound/symbol
correspondence). Students must know how to isolate sounds (phonemes) within words in order to apply
phonics as a word-attack strategy for reading and spelling. By the time they enter school, some students
have begun to develop this awareness. However, many students do not develop sufficient phonological
awareness even after years of normal reading instruction, so they must be taught in a structured way
(McGuinness, 1997). Primary Reading helps to provide this structure.
COMPANION ASSESSMENT SOFTWARE
Lexia Primary Reading is designed to be used in conjunction with Lexia's assessment system, the Lexia Quick
Reading Test®, a set of computer-guided tests. These tests identify strengths and weaknesses in decoding
skills. Individual, class and comparison reports may be generated after each session. The Quick Reading Test
is used to determine the appropriate areas of decoding practice and review in Primary Reading, as well as for
teacher-directed classroom instruction. Teachers who want a comprehensive reading assessment can use
Lexia Comprehensive Reading Test™, which includes the Quick Reading Test, described above, as well as a test
of Kindergarten Readiness, Sight Words (Dolch 220) and a reading informal (Burns/Roe) comprehension
test.
REFERENCES
Adams, M.J. (1990). Beginning to Read: Thinking and Learning About Print. Cambridge: MIT Press.
Chall, J.S. (1983). Learning to Read: The Great Debate. Updated Ed. New York: McGraw-Hill.
Christensen, Carol A. and Gerber, Michael M. (1990). Effectiveness of Computerized Drill and Practice
Games in Teaching Basic Math Facts. Exceptionality, 1, 149-165.
Ford, Mary J. et. al. (1993). Attending Behaviors of ADHD Children in Math and Reading Using Various
Types of Software. Journal of Computing in Childhood Education. 4, (2), 183-196
Healy, Jane M. (1998). Failure to Connect: How Computers Affect Our Children's Minds – for Better and
Worse. New York: Simon & Schuster.
Leong, C.K. (1991). From Phonemic Awareness to Phonological Processing to Language Access in
Children Developing Reading Proficiency. In D.J. Sawyer and B.J. Fox (Eds.). Phonological Awareness in
Reading: The Evolution of Current Perspectives . New York: Springer-Verlag, 217-254.
INTRODUCTION
1.3
Liberman, I.Y. and Shankweiler, D. (1985). Phonology and the Problems of Learning to Read and Write.
Remedial and Special Education, 6, 8-17.
Malone, T.W. (1980). What Makes Things Fun to Learn?: A Study of Intrinsically Motivating Computer
Games. Palo Alto, CA.: Palo Alto Research Center.
McGuinness, D. (1997). Why our Children Can't Read and What We Can Do About It. New York: Simon
& Schuster.
National Research Council, Snow, C et. al., Editors (1998). Preventing Reading Difficulties in Young
Children. National Academy Press, Washington, DC: National Academy Press.
National Reading Panel (2000). Teaching Children to Read: An Evidence-Based Assessment of the
Scientific Research Literature on Reading and Its Implications for Reading Instruction.
Perfetti, C. and Lesgold, A. (1979). Discourse Comprehension and Sources of Individual Differences. In M.
Just and P. Carpenter (Eds.). Cognitive Processes in Comprehension. Hillsdale, NJ: Erlbaum Associates.
Share, D.L. and Stanovich, K.E. (1995). Cognitive Processes in Early Reading Development:
Accommodating Individual Differences into a Model of Acquisition. Issues in Education: Contributions
from Educational Psychology. Vol. 1, 1, 1-57.
Spear-Swerling, L. and Sternberg, R.J. (1994). The Road Not Taken: An Integrative Theoretical Model of
Reading Disability. Journal of Learning Disabilities, 27, 73-136.
Stanovich, K.E. (1980). Toward an Interactive-Compensatory Model of Individual Differences in the
Development of Reading Fluency. Reading Research Quarterly, 16, 32-71.
Torgesen, J.K. (1984). Instructional Use of Microcomputers with Elementary Aged Mildly Handicapped
Children. Microcomputers and Exceptional Children, 1, 37-48.
Wagner, R. and Torgesen, J. (1987). The Nature of Phonological Processing and Its Causal Role in the
Acquisition of Reading Skills. Psychological Bulletin, 101 (2), 192-212.
Wolf, M. (1991). Naming Speed and Reading: The Contribution of the Cognitive Neurosciences. Reading
Research Quarterly, 26 (2), 123-141.
1.4
INTRODUCTION
Chapter 2
INSTALLATION
SYSTEM REQUIREMENTS AND SPECIFICATIONS
Macintosh
Windows
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Mac OS 9.x, OS X
At least 128 MB of RAM
At least 200 MB hard drive space
Speakers or headset (headset recommended)
Windows 98, ME, 2000, NT, XP
At least 128 MB RAM
At least 200 MB hard drive space
Speakers or headset (headset recommended)
MACINTOSH INSTALLATION INSTRUCTIONS (STAND-ALONE)
1.
Put the Primary Reading CD into the CD-ROM drive, printed side up.
2.
Double-click the Primary Reading CD icon on the desktop.
3.
Double-click the correct Install CD icon for your computer (Mac Classic or Mac OS X).
4.
Click Next in the Welcome screen.
5.
Read the terms of the license agreement, and click Accept. If you do not accept the License
Agreement, the installation will not proceed.
6.
In the Install Options screen, click Next to accept the Express Installation option. Express Installation
installs Primary Reading to the default location (Macintosh HD: Applications (MAC OS_): Lexia
Learning Systems:).
To change the folder location, click the Custom selection box, and click Next. At the Installation
Destination screen, click Browse, double-click the Hard Drive (HD) line, then single-click the desired
folder. Click OK, and then click Next. Make your shortcut selection at the Shortcut Options screen,
and click Next.
7.
At the Confirm Installation screen, verify you’ve selected
the desired options and click Install. If you need to
change something, click Back.
8.
Click Yes to create a desktop alias.
9.
Click Quit in the Installation Complete screen.
INSTALLATION
2.1
WINDOWS INSTALLATION INSTRUCTIONS (STAND-ALONE)
1.
Put the Primary Reading CD into the CD-ROM drive,
printed side up.
2.
Double-click the My Computer icon; then doubleclick the Primary Reading CD-ROM icon.
3.
Double-click the Install (Windows) icon.
4.
5.
Read the terms of the license agreement, and click
Accept. If you do not accept the License Agreement,
the installation will not proceed.
6.
At the Install Options screen, click Next to accept the
Express Installation option. Express Installation installs
Primary Reading to the default location,
(C:\Program Files\Lexia Learning Systems).
To change the folder location, click the Custom
selection box, and click Next. At the Installation
Destination screen, click Browse. Click to select
your new folder location. Click OK, and then
click Next. Make your shortcut selection at the
Shortcut Options screen, and click Next.
7.
At the Confirm Installation screen, verify you’ve
selected the desired options, and click Install. If
you need to change something, click Back.
8.
Click Yes to create a desktop shortcut.
9.
Click Yes to create a program group with shortcuts.
10. Click Quit in the Installation Complete screen.
Close the application folder.
2.2
INSTALLATION
INSTALLING OR UPGRADING ADOBE ACROBAT READER®
(STAND-ALONE)
Two on-screen guides are available on the Primary
Reading CD, and from within the program. One guide is
called Primary Reading, and it is identical to this
printed Teacher’s Guide. The other guide is called the
Administrator’s Guide, and it contains information
about administrative functions, which include adding
students and classes, adding network serial numbers,
compacting the database, etc. The Administrator’s
Guide contains the same information as the On-screen
Help, in a printable form. (For information about printing the guides, see the next page.)
These guides have been included on your Primary
Reading CD in files that can be read by any computer
with Acrobat Reader Version 4.0 or higher. If you do not
have Acrobat Reader V4.0 or higher, you can install it
from the Primary Reading CD as described at right. If
you’re not sure if you have Acrobat or not, follow these
directions to find out.
1.
2.
Put the Primary Reading CD into the CD-ROM
drive, printed side up.
To Install Adobe Acrobat Reader from
the Primary Reading CD:
1.
Follow steps 1 and 2, at left.
2.
Double-click the Adobe Acrobat
Reader Installer folder.
3.
WINDOWS:
Double-click the
installer icon Ar405eng.
MACINTOSH: Double-click on the
installer icon ACROPPC.
4.
Follow the on-screen installation instructions. If you get a message saying that
you should uninstall an old version of
Acrobat Reader first, follow the directions
below.
To Uninstall an Old Version of Acrobat
Reader (Windows):
1.
Close any programs that are running.
2.
Click Start, point to Settings; and then
select Control Panel.
3.
Double-click Add/Remove Programs.
4.
Click to select the Adobe Acrobat program to be deleted. Click the
Add/Remove button. Confirm that you
want to remove Acrobat Reader by clicking Yes.
5.
When the uninstall is complete, click OK.
Close the Control Panel and the
Add/Remove Program box. Now you can
install the new Acrobat Reader (see
directions, above).
MACINTOSH: Double-click the Primary Reading
CD icon.
WINDOWS:
Double-click the My Computer
icon; then double-click the
Primary Reading CD icon.
3.
Double-click the Documentation folder.
4.
Double-click the Primary Reading or the
Administrator’s Guide.
5.
Acrobat Reader should initialize and open the file
automatically. If it doesn’t, click Yes to install it
on your desktop. The program can also be downloaded from Adobe at:
www.adobe.com/products/acrobat/readstep.html
6.
The first page of the guide displays on your screen. For more information on viewing and printing the
files, see the next page.
INSTALLATION
2.3
ACCESSING THE GUIDES FROM WITHIN THE PROGRAM
To access the Primary Reading Teacher’s Guide or Administrator’s Guide within the program:
1. Click ADMIN in the Select a Student Name screen.
2. Pull down the Help menu, and click Primary Reading or
Administrator’s Guide. The selected guide opens on-screen.
VIEWING AND PRINTING THE GUIDES
The guides contain blue links that
take you to the area indicated in the text.
For instance, the links in the table of
contents take you to the various headings,
and page references within the text
take you to the referenced page.
Click the blue link and the
appropriate page displays. To back
up to your previous location,
click the back-arrow button.
Click to go to the
Table of Contents.
Click to go
to the next
page.
Click to go
to the last
page.
To print some or all of the guide, pull down the File menu and select Print. Your printer’s dialogue box displays. The page orientation should be Portrait, and the scaling option (if available) should be Actual Size
or 100%. Please note that your license does not authorize you to print either guide for an unlicensed user.
To return to the Administrative screen, close Acrobat Reader.
2.4
INSTALLATION
NETWORK INSTALLATION INSTRUCTIONS
FOR WINDOWS
These instructions are for network administrators. You must have a basic understanding of your computer
network to install Primary Reading. If you will not be running the network version, please follow the installation instructions on page 2.2.
Please note that in order for your network to be configured properly, you must enter your serial number, as
described on the next page.
On the Windows Server:
If the server does not have a CD drive, put the Primary Reading CD in the workstation drive, run the CD
file Install (Windows), and follow steps 2-9 below. In step 4, change the destination directory from the
local directory to a directory on the server.
1.
Put the Windows Lexia Primary Reading CD in the server's drive and run the CD file Install
(Windows).
2.
3.
4.
At the Install Options screen, click the Custom selection box to change the default installation location (currently set for the local hard drive, C:\Program Files\Lexia Learning Systems). Click Next.
5.
Click Browse in the Installation Destination screen. Click to select your new folder location on the
server. Click OK, and then click Next.
6.
Verify you’ve chosen the desired options and click Install in the Confirm Installation screen. If you
need to change something, click Back.
7.
Make your shortcut selections.
8.
Click Network Instructions in
the Installation was successful
screen, to add the network
serial number.
9.
Click Open Lexia Admin, and
proceed to step 6 in the following section.
INSTALLATION
2.5
Entering Serial Numbers on the Server
All network versions of Primary Reading are assigned a serial number that defines the number of concurrent
users permitted to use the software at one time. After you install the software, you must enter your network
serial number on the server, or the program will not be configured properly. If you purchase additional
licenses later, you must enter your new serial number. To enter serial numbers:
1.
Double-click the Primary Reading icon on the server’s desktop. The Lexia Logo displays.
2.
Click anywhere in the logo screen to continue. (If you have purchased additional licenses, and are
adding a new serial number, skip to step 5.)
3.
Click Yes to run the program in full-screen mode (recommended, as it is less distracting), or No to run
in small-screen mode.
4.
Click Don't Ask Again to keep this selection each time you open the program. The Select a Student
Name screen displays.
5.
Click ADMIN.
6.
Click the Admin Options tab.
7.
Click Enter New Serial Numbers in the Administrator Options menu (below).
8.
Type your serial number exactly as it appears on your CD jewel case.
9.
Click
Register.
10. Click Return
to Program
to return to
the Select a
Student
Name screen,
or click Quit
to exit.
On Every Windows Workstation:
1.
Map a drive to the server.
2.
Use Explorer or double-click My Computer (not Network Neighborhood) to go to the mapped drive.
3.
Double-click the Lexia Learning Systems folder. To create a shortcut to the executable, right-click
Primary Reading, then select Send To and Desktop (create shortcut) from the sub-menu.
4.
Insert the CD at the workstation, double-click the Documentation folder, and then double-click the
Administrator’s Guide PDF on the CD. If the file doesn't open, and you get a message that says to
install Acrobat Reader, click Yes to install it. Adobe Acrobat automatically installs on your local hard
drive under:
C:\Program Folders\Adobe\Acrobat 4.0.
2.6
INSTALLATION
On Mac Workstations Connected to the Windows Server:
If you have Mac OS workstations (OS 9 and/or OS X) connected to your Windows server, you will need to
install the Mac version(s) of the software from one OS 9 and/or one OS X workstation to the server.
1.
Mount the server on the Mac workstation.
2.
Put the Primary Reading CD in the workstation drive, run the CD file Install (Mac) (Mac Classic or
Mac OS X).
3.
4.
5.
At the Install Options screen, click the Custom selection box to change the default installation location. Click Next.
6.
At the Installation Destination screen, click Browse, double-click the Hard Drive (HD) line, then
single-click to select your new folder location on the server. Click OK, and then click Next.
7.
Verify you’ve chosen the desired options, and click Install in the Confirm Installation screen. If you
8.
9.
Click Quit in the Installation Complete screen. The Mac-specific files are installed on the Windows
server.
On Every Mac Workstation Connected to the Windows Server:
1.
Mount the server on the workstation.
2.
Create an alias for the executable.
3.
drive.
Changing the Records Database Location
To access student records and progress reports, you may change the database location. Do this only when no
one else is using Primary Reading. To move the records database location:
1.
Click ADMIN in the Select a Student Name screen.
2.
If you are prompted for a password, log in as the sysadmin.
3.
4
Click Set Network Options in the Administrator Options menu.
5.
Click Client-Side Control under Client-Server Setup.Your current location displays (the default is
\\Lexia Learning Systems\LLSCommon\Records\).
6.
Click Change to select another records folder location.
INSTALLATION
2.7
7.
Browse for the Records folder, click to select it, and click OK.
8.
You will be prompted to log in as the System Administrator (sysadmin) again. This is an additional
security feature. If you haven’t designated a password for the sysadmin, leave it blank and click OK. If
you have a password, type it, and click OK. Your new location displays under Records Database
Location. The records are copied to the specified location, and the old records folder automatically
backs up under the file named RBU_Month_dd_yyyy_time.
9.
Click Return to Program to return to the Select a Student Name screen, or click Quit to exit.
10. Map a drive to the location of the records on all Windows workstations, and mount the volume with
the records on all MAC workstations. Lexia Primary Reading will search all drives/volumes for
Lexia Learning Systems\LLSCOMMON\Records\.
NETWORK INSTALLATION INSTRUCTIONS
FOR MACINTOSH
These instructions are for network administrators. You must have a basic understanding of your computer
network to install Primary Reading. If you will not be running the network version, please follow the installation instructions on page 2.1.
Please note that in order for your network to be configured properly, you must enter your serial number, as
described on the next page.
On the Macintosh Server:
Put the Macintosh Primary Reading CD in the server's drive and run the Install (Mac Classic or Mac OS
X). If the server does not have a CD drive, put the Primary Reading CD in a workstation drive, run the CD
file Install (Mac Classic or Mac OS X), and follow steps 2-9 below. In step 4, change the destination directory from the local directory to a directory on the server.
1.
Put the Macintosh Primary Reading CD in the server's drive and run the CD file Install (Mac Classic
or Mac OS X).
2.
3.
4.
At the Install Options screen, click the Custom selection box to change the default installation location (currently set for the local hard drive, Macintosh HD: Applications (MAC OS_): Lexia Learning
Systems:). Click Next.
5.
server. Click OK, and then click Next.
2.8
INSTALLATION
6.
Verify you’ve chosen the desired options
and click Install in the Confirm
Installation screen. If you need to change
something, click Back.
7.
8.
Click Network Instructions in the
Installation was successful screen, to add
the network serial number.
9.
Click Open Lexia Admin, and either follow the on-screen directions, or proceed to
step 6 in the following section.
Entering Serial Numbers on the
Server
All network versions of Primary Reading are assigned a serial number that defines the number of concurrent
users permitted to use the software at one time. After you install the software, you must enter your network
serial number on the server, or the program will not be configured properly. If you purchase additional
licenses later, you must enter your new serial number. To enter serial numbers:
1.
Double-click the Primary Reading icon on the server’s desktop. The Lexia Logo displays.
2.
Click anywhere in the logo screen to continue. (If you have purchased additional licenses, and are
adding a new serial number, skip to step 5.)
3.
Click Yes to run the program in full-screen mode (recommended, as it is less distracting), or No to run
in small-screen mode.
4.
Click Don't Ask Again to keep this selection each time you open the program. The Select a Student
Name screen displays.
5.
Click ADMIN.
6.
Click the Admin Options tab. If you are prompted for a password, log in as the sysadmin.
7.
Click Enter New Serial Numbers in the Administrator Options menu (below).
8.
Type your
serial number
exactly as it
appears on
your CD’s
jewel case.
9.
Click
Register.
10. Click Return
to Program
to return to
the Select a
Student Name screen, or click Quit to exit.
INSTALLATION
2.9
On Every Macintosh Workstation:
1.
Mount the server on the workstation.
2.
Create an alias for the executable.
3.
drive under Applications:Adobe:Acrobat 4.0.
On a Windows Workstation Connected to the Macintosh Server:
If you have Windows workstations connected to your Mac server, you will need to install the Windows software from one Windows workstation to the server.
1.
Put the Primary Reading CD in a Windows workstation drive, and run the CD file Install (Windows).
2.
Click Next at the Welcome screen.
3.
4.
At the Install Options screen, click the Custom selection box to change the default location for the
Primary Reading application from the workstation’s local directory to a directory on the Mac server.
Click Next.
5.
Mac server. Click OK, and then click Next.
6.
Verify you’ve chosen the desired options, and click Install in the Confirm Installation screen. If you
7.
8.
Click Quit in the Installation Complete screen. The Windows-specific files are installed on the MAC
server.
On Every Windows Workstation Connected to the Macintosh Server:
1.
Map a drive to the server.
2.
Use Explorer or double-click My Computer (not Network Neighborhood) to go to the mapped drive.
Double-click the Lexia Learning Systems folder. Create a shortcut to the executable: right-click
Primary Reading; select Send To and Desktop (create shortcut) from the sub-menu.
3.
drive.
2.10
INSTALLATION
To access student records and progress reports, you may change the database location. Do this only when no
one else is using Primary Reading. To move the records database location:
1.
Click ADMIN in the Select a Student Name screen.
2.
If you are prompted for a password, log in as the sysadmin.
3.
4
Click Set Network Options in the Administrator Options menu.
5.
Click Client-Side Control under Client-Server Setup. Your current location displays. The default is
Lexia Learning Systems:LLSCommon:Records:.
6.
Click Change to select another records folder location.
7.
Browse for the Records folder, click to select it, and click OK.
8.
You will be prompted to log in as the System Administrator (sysadmin) again. This is an additional
security feature. If you haven’t designated a password for the sysadmin, leave it blank and click OK. If
you have a password, type it, and click OK. Your new location displays under Records Database
Location. The records are copied to the specified location, and the old records folder automatically
backs up under the file named RBU_Month_dd_yyyy_time.
9.
10. Mount the volume with the records on Mac workstations, and map a drive to the location of the
records on Windows workstations. Lexia Primary Reading will search all drives/volumes for Lexia
Learning Systems:LLSCOMMON:Records:.
SERVER-SIDE CONTROL OF THE DATABASE
If you find that records are slow to merge with the database, set your configuration to control the database
from the server (this feature is only available for servers that are Mac OSX or Windows 2000 or better).
The Lexia server application is installed from the Primary Reading CD. Once the application is installed,
you assign the IP address for the server.
1.
Insert the Primary Reading CD.
2.
Click the Lexia Server folder on the CD.
3.
Click the applicable folder for your operating system (e.g., Win or OSX).
4.
Click the executable: Install Lexia Server (Win).exe (Windows), or Install_Lexia_Server_OSX (Mac
OSX).
5.
INSTALLATION
2.11
6.
Read the terms of the agreement and click Accept. If you do not accept the license agreement, the
installation will not proceed.
7.
Click Next to accept the default location in the Installation Destination screen, or click Browse to
change it.
8.
Click Install in the Confirm Installation Settings screen.
9.
Click Quit to close the installation screen.
Assigning the Server IP Address
1.
Double-click the Primary Reading icon
on your desktop.
2.
Click ADMIN in the Select a Student
Name screen.
3.
Log in to the administrative screen as a
System Administrator (if you’ve created
passwords).
4.
5.
Click Set Network Options in the
Administrator Options menu.
6.
Click Server-Side Control under
Client-Server Setup.
7.
Enter your Server’s IP address.
8.
Click Save.
9.
2.12
INSTALLATION
Chapter 3
QUICK START
The directions in this chapter are intended to get you started using Primary Reading as quickly as possible
after installation. They do not provide complete instructions for the administrative area of the program –
far from it. Why? Whenever you install a new Lexia product, the administrative functions of all Lexia products are updated, and the Help and on-screen Administrator's Guide are updated as well. Hence, these two
sources of information will always be current, whereas the directions printed on paper may become obsolete.
After the initial installation and setup, please refer to On-screen Help, or the on-screen Administrator's
Guide, for all information and directions related to the administrative functions. To access Help, see
page 3.4. To display or print the Administrator's Guide, see page 2.4.
STARTING UP
The Primary Reading software must be installed at each workstation. If you haven’t done this yet, see the
directions in Chapter 2.
1. Double-click the Primary Reading icon on your desktop.
2. Click Yes to run the program in fullscreen mode
(recommended, as it’s less distracting), or
No to run in a sub-window or smallscreen mode.
3. Click Don’t Ask Again to maintain this
display option for subsequent use of the
program. The Lexia Logo displays.
4. Click anywhere in the logo screen to
continue.
5. If you have previously installed a Lexia
program, click Yes to import all students
and classes from the program(s). The
Select a student name screen displays (at
right).
Before you can begin the activities, you must enter at least one student name (if you have imported students from a previous Lexia product, student names will be automatically entered for you). If you are opening the ADMIN screen for the first time and there are no student names, you will be prompted through the
process.
QUICKSTART
3.1
Primary Reading
Lexia Logo
Select a Student Name
ADMIN
Name Confirmation
Login Screen
(if passwords are assigned)
Select a Level Screen
Administrative Screen
LEVEL 1
• Sounds to
Letters
• Consonant
Castle
• Sight Word
Search I
• Sort b, d, p
• Short Vowel
Match
Logins
Students and
Classes
• Add/Delete
Students
• Add/Delete
Classes
• Modify Student
Properties
• Modify Class
Properties
• Enroll/Remove
Students
to/from Classes
• Sort Students
LEVEL 2
• Sounds to
Letters II
• Consonant
Blast
• Sight Word
Search II
• Short Vowel
Bridge
• PictureWord Match
Import/Export
• Export Data
• Import Data
• Import Lexia
Records Folder
LEVEL 3
• Sound
Change
• Sight Word
Search III
• Silent-e
Switch
• Fast Find
• Silent-e
Score
LEVEL 4
• Word Hunt
• Sight Word
Search IV
• Word Stairs
• Pirate Ship
• Group It I
Reports
Admin
Options
• Set Records Database Location
• Set School
Information
• Modify Passwords
• Update Students
for School Year
• Set Application
Location (Network)
• Compact Database
• Enter New Serial
Numbers
• Backup Database
• Create New
(Empty) Database
• Student
• Use
• Detailed Task
Progress
• Class
PRIMARY READING SCHEMATIC
The above schematic demonstrates the overall flow of the Primary Reading program.
3.2
QUICKSTART
LEVEL 5
• Super
Change
• Add It!
• Sight Word
Search V
• Elevator
• Group It II
Help
ADDING STUDENTS
1. Click ADMIN in the Select a Student
Name screen. The Students and Classes
screen displays (at right).
2. Click Add Student. The Student
Properties screen displays.
3. Fill in the student's First Name, Last
Name, and User Name (must be unique)
fields, using the Tab key to move from one
field to the next. (The student’s middle initial is optional.)
4. Fill in the password field for each student
(optional, but recommended). Passwords
prevent students from using other students’ names to perform activities. If students share names, their
reports become invalid, and their activity levels become inappropriate. Be sure to keep a record of each
student’s password.
Optional: Click the Grade pull-down list to select a grade level.
Adding grade levels enables you to sort students by grade, and to
easily increment grade levels from year to year.
Optional: Click Demographics to add other optional student
information: birth date, gender, and notes. Click OK to close the
demographics screen.
5. Click OK to close the Student Properties screen and the new student name is added to the list. Click Return to Program.
When you finish entering students, they can begin to use the
activities (see Chapter 4). However, in most school environments, it is important to protect the administrative area of the
program with passwords, as discussed on page 3.4.
USING CLASSES
Lexia’s Primary Reading software enables you to create classes and enroll students in classes, but these steps
are optional. Students may be enrolled in more than one “class,” thereby enabling classes to be used to
group students by their room location, lead teacher, and/or by ability.
Classes are also used to limit teacher access to critical functions. If you set a sysadmin password (highly recommended if running on a network), then all teachers will need to access the administrative area of the
program through either the keyadmin user name, or a class name. The most restricted user access is "class
administrator" access, i.e. access through a class name. For more information, see pages 3.4-3.5.
QUICKSTART
3.3
We recommend that you create classes if any of the following are true:
1. Primary Reading is running on a network, serving many teachers and students.
2. You want to be able to generate Class Reports (see page 41 of the Administrator’s Guide).
3. You want to assign activity levels or units to one or more groups of students.
4. You want program directions dictated in Spanish for a large group of students without changing the
language setting one student at a time.
To create classes, see directions in the On-screen Help (see page 3.4), or open the printable Administrator’s
Guide (see page 2.4).
ADMINISTRATIVE PASSWORD PROTECTION
Primary Reading is delivered with the Administrative (ADMIN) screen password-protection feature turned
off to enable you to add students and classes quickly the first time you open the program. If you are in a
small, controlled environment, where security is not a concern, activating passwords is not essential.
Otherwise, it is highly recommended that you activate administrative passwords to prevent unauthorized
users from accessing and possibly corrupting data. This is particularly important for databases with extensive
student data.
Once you have set the System Administrator (sysadmin) password, all users will be prompted for a user
name and password when they click the ADMIN button. Only one or two knowledgeable people should
know the sysadmin password. Others will need either the Key Administrator user name (keyadmin) and
password, or a Class Administrator user name (class name) and password to enter the administrative section
of the program. The functions that are available to the three different levels of access are indicated in the
Administrative Functions List on the next page. If no password has been assigned to a user name, leave
the password field blank, and click OK.
For more information about passwords and how to assign them, open the On-screen Help (see page 3.6), or
the printable Administrator’s Guide (see page 2.4).
THE LEXIA HELP SYSTEM
All of the administrative functions are explained in the On-Screen Help. Please note that whenever you
install a new Lexia product, the administrative functions of all Lexia products will be updated, as will the
directions in Help. Hence, the On-screen Help will always be current, whereas the directions printed on
paper may become obsolete. Help topics include:
• Password management
• Student and class functions
• Activity level and unit assignment
• Report generation
(The Lexia Help System is continued on page 3.6.)
3.4
QUICKSTART
• Database management
• Network functions
• Troubleshooting (also included in this guide)
THE ADMINISTRATIVE FUNCTIONS LIST
Help
Add/Modify Student Passwords
Students and Classes
Assign Student Grade Levels
Assign Activity Levels or Units
Change Language of Dictated Directions
Sort Students by Name or Grade
Enroll/Remove Students from Classes
Enable/Disable Auto Branching
Add/Modify Class Passwords
Modify Class Properties
Generate Student Reports
Reports
Log in as a Different User
Login
Add Students
Add Classes
Delete Students
Delete Classes
Transfer Data to/from a Disk
Import/Export
Import/Export Class & Student Data
Import/Export
Re-set Presentation Options
Admin Options
Enter a Network Serial Number
Admin Options
Add/Modify sys or keyadmin Passwords
Admin Options
Change Records Database Location
Admin Options
Enter School Information
Admin Options
Update Students for a New School Year
Admin Options
Create an Empty Database
Admin Options
Back Up the Database
Admin Options
Change Network Settings
Admin Options
Compact the Database
Admin Options
System
Admin.
Open the Help File
User Access
Key
Admin.
Tab Name
Class
Admin.
Administrative Function
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
Directions for
all of these
functions are
located
in the
On-screen
Help
(see p. 3.6),
and in the
printable
Administrator’s
Guide
(see p. 2.4).
QUICKSTART
3.5
Accessing Help
1. Click ADMIN in the
Select a Student Name
screen.
2. Pull down the Help
menu, and click
This Section. The Help
displays.
Navigating Help
Help has a Contents, Index, and Search tab to help you find the
information you need. Help is accessible from all screens in the
Management section, and is context-sensitive, i.e., if you press OnScreen Help from the Reports screen, all of the Report topics will list
under Contents. To find topics using a keyword, click Search, type a
keyword, and click Find. An alphabetical list of topics containing that
keyword displays. Click Index and type a keyword, and a list of topics
that begin with those letters displays. Most topic headings in Help
have an information
button. Click this button to learn more
information about the topic.
TURNING OFF THE SCREEN SAVER
To prevent the Screen Saver from interfering with the program, turn it off before beginning the activities.
WINDOWS:
MACINTOSH:
1. Click the Start button.
1. Click Control Panels from the Apple Menu.
2. Click Settings and then click Control Panel.
2. Double-click on Screen Saver.
3. Double-click the Display icon.
3. Click to turn the screen saver OFF in the
upper-right corner of the pop-up box.
4. Click the Screen Saver tab under the Display
Properties menu.
5. Under the Screen Saver drop-down menu, click
(None).
6. Click Apply and then click OK.
3.6
QUICKSTART
4. Close the Control Panel.
IMPORTANT TIPS FOR TEACHERS
1. It is recommended that students work on Primary Reading at least 45 to 60 minutes per week in blocks
of 15 to 20 minutes. Some schools have achieved dramatic results by having every student use Primary
Reading (for ages 5-8) or Reading S.O.S. (for ages 9 to adult) for 30 minutes on a daily basis.
2. Many teachers find it helpful to place a chart near the computer with a list of the students who are to
use Primary Reading that day so that, when students are finished, they can get the next student on the
list.
3. Students can be enrolled in more than one Primary Reading class; therefore, classes can be used to
group students in any way that's helpful. For example, you may want to create a class for each reading
group so that you can quickly assign activity levels and/or units for the group as a whole, rather than
student by student. In addition, you will be able to generate a Class Report for any group of students
who have been enrolled in a class.
4. On the Select an Activity screens, the activities are arranged in general order of difficulty with the
most difficult activity on the far right. Some students are comfortable working with any of the activities
in a given level. Others find that one or two of the activities are too difficult and, therefore, they
should complete the easier activities first.
5. If a student attempts an activity unit three times without success, a row of yellow circles displays above
its activity bar on the Select an Activity screen. If you see this teacher alert, it usually means the student needs instruction on the skill for that unit. To see a brief skill description of the activity, hover
over its activity bar. For detailed unit descriptions, see Chapter 4.
6. If a student must quit in the middle of an activity, the data from that lesson will not be saved; however,
all other data from that practice session will remain intact.
7. Students need to understand that their bar graphs on the activity screen will fill in only if they complete the exercises correctly; hence, they must work carefully. In addition, some units have more than
one exercise, or have practice exercises; therefore, the bar graphs will not necessarily change every time
a student uses Primary Reading. Finally, if the automatic branching is turned off for an activity, its bar
graph will be blank.
8. If a bar graph has yellow circles over it, this indicates that the student had difficulty and needed to
repeat the unit. (The Use and Class Reports also display a yellow circle next to the unit where students
had trouble.) If a bar graph has blue stars over it, the student has successfully completed that activity.
9. Normally, Primary Reading branches automatically to the next activity, or to a simpler activity, based on
the student's performance. However, if you wish to have a student or class use a specific unit repeatedly, you may turn off the automatic branching. For instructions, see "Assigning Units" starting on page
13 of the Administrator’s Guide.
10. If desired, you can assign students to use an activity unit that works on a particular skill (p. 15 of the
Administrator’s Guide). However, keep in mind that if you use this feature, the auto branching that normally takes students through the units in their default order will be turned off. When the student finishes practicing the skill you assigned, you will need to assign a new skill before s/he can use the program again.
QUICKSTART
3.7
TOPICS IN THE ADMINISTRATOR'S GUIDE
All of the administrative functions for Lexia programs are explained in the On-screen Help and in the
Administrator's Guide, both of which can be accessed from the Help menu. If you want a hard copy of the
Administrator's Guide, see printing instructions on page 2.4. The topics in the Administrator's Guide
include:
Chapter 1: Introduction
Administrative Password Protection
Installation Instructions
Initial Launch
Accessing Help
Navigating Help
Printing the Teacher's or Administrator's Guide
Chapter 2: Students and Classes
Adding Students
Adding Classes
Enrolling Students into Classes
Assigning Student Grade Levels
Sorting Students by Name or grade level
Adding or Modifying Student Passwords
Changing the Language of Dictated Directions
Assigning Activity Levels
Assigning Activity Units
Assigning Activity Units by Skill
Using the Branching Feature
Removing Students From a Class
Deleting Students
Deleting Classes
Chapter 3: Administrative Options
Activating Administrative Passwords
Administrative Password Levels
Logging in to the Administrative Screen
Logging in as a Different User
Modifying Administrative Passwords
Entering School Information
Updating Student Profiles for a New School Year
Incrementing Student Grade Levels
Removing Student Class Assignments
Compacting the Database
Backing Up the Database
Creating an Empty Database
Entering New Serial Numbers (Network)
Changing the Network Application Location
Chapter 4: Import and Export
Importing Student/Class Data from Lexia Programs
Exporting Student Data
Exporting Class Data
Creating a Tab-Delimited File for Import
Importing Tab-Delimited Data
Transferring Data Between computers
Chapter 5: Reports
Generating Lexia Reports
3.8
QUICKSTART
Chapter 4
USING THE ACTIVITIES
Once you have installed Lexia Primary Reading (Chapter 2), and entered student names (Chapter 3), you can
begin the activities.
THE INITIAL LAUNCH
1. If you are still in the Administrative screen,
click Return to Program, and proceed to step
3. To launch the program from the desktop for
the first time, double-click the Primary
Reading icon on your desktop. The Lexia Logo
screen displays.
2. Click anywhere in the logo screen to continue.
The Select a Student Name screen displays.
3. Click a student's name.
4. Click Go.
5. Click Yes to confirm the student name, or No
to go back and select another name.
6. If you have assigned the student a password
(recommended), type it in the password screen and click OK.
7. Click the desired level in the Select a Level screen. The Select an
Activity screen opens.
8. Click on the desired activity, and it begins.
4.1
MONITORING STUDENT PROGRESS
When students are logged in, you can monitor their progress from within the Select an Activity screens, and
from within the activities. The features that enable this monitoring are described briefly below, and in more
detail in Chapter 5. Four other reports of student progress are available in the Administrative section of the program, and are also described in Chapter 5.
When students are in the Select an Activity screen, you can see how many units they have completed successfully in each activity by looking at the bar graphs. If you see a row of five yellow circles above an activity bar, it
means the student has attempted a unit three or more times without success, and probably needs help. (The yellow circle will also display on Student and Class Reports.) Five blue stars over a completed activity indicate that
the student has completed the activity successfully (shown below over Sight Word Search III). If you hover the
cursor over one of the activity bars (Silent-e Score, below), a brief summary displays including: the activity
name, the skill it reinforces, the next unit the student will work on, and whether or not the branching feature is
enabled.
Important:
Watch for this
teacher alert.
It indicates
that the
student is
having
difficulty in
the current
activity unit!
If you need more detailed information, click
(in the top right corner of the Select an Activity screen) to
generate a Use Report. This report provides an overview of the student’s usage in each activity displayed on the
screen, including: the total time spent, the initial and current units, the number of repeats and uses, and the
most recent dates of use. For more information about this report, see page 5.2, Interpreting Use Reports.
4.2
While students are performing activities, you can click
on
the top left of the screen to see the student’s name (as s/he logged
into the program), the name and unit of the activity and the
number of times s/he is has repeated that unit. To learn more
about how this can be helpful, see page 5.5, i-Button Snapshot.
REPEATING AUDIO
To repeat audio, click
ity screen.
on the top right corner of the activ-
EXITING LEVELS AND ACTIVITIES
When a student completes an activity unit, the GO and STOP buttons display. If a students
clicks STOP before completing an activity, the student will have to redo that unit from the
beginning before advancing to the next unit.
1. Click STOP in the activity screen to begin another activity. The Select an Activity
screen displays.
2. Click BACK to choose another level.
3. Click BACK in the Select a Level Screen to choose another student, go into the
administrative screen, or quit the program.
4. Click STOP in the Select a Student screen to close the program. Click ADMIN to enter the administrative screen, or click a new student name.
4.3
LEVEL 1 ACTIVITIES OVERVIEW
The activities in Level 1 are designed to improve phonemic awareness skills, sound/symbol correspondence, and
recognition of high-frequency words for mid-kindergarten to early grade one students. Emphasis on phonological
awareness of sound segments reinforces word-attack strategies necessary for automatic recognition of short-vowel
words. Comprehension of sight words in phrases is also reinforced.
SOUNDS TO LETTERS
To reinforce phonemic awareness and the ability to map sounds
onto letters.
UNITS: 28
WORDS: 76
FOCUS:
CONSONANT CASTLE
Focus:
To reinforce sound/symbol correspondence for consonants and increase
awareness of initial and final sound segments.
UNITS: 12
WORDS: 150
SIGHT WORD SEARCH
To develop automatic recognition of pre-primer high-frequency
irregular words.
UNITS: 28
WORDS: 150
FOCUS:
SORT B, D,
FOCUS:
UNITS:
P
To develop visual discrimination of reversible letters (b, d, p).
9 (increasing in difficulty from one to four letters)
SHORT VOWEL MATCH
To develop sound/symbol correspondence skills with short vowels.
7 (increasing in difficulty from two to five vowels)
FOCUS:
UNITS:
4.4
SOUNDS TO LETTERS
PURPOSE: Sounds to Letters is designed to reinforce phonemic awareness skills, and to develop the ability to map sound
patterns onto letter patterns. Its activities involve short-vowel
CVC words.
PREREQUISITE: Phonemic awareness of sounds in CVC
words.
DESCRIPTION: Sounds to Letters consists of two tasks:
1. Each seal represents a sound and is a placeholder for
each sound position. The student hears the word and drags a token down to the initial, middle, and
final sound spot. The computer repeats the sounds after the student drops the tokens to the correct
sound position, and then repeats the whole word when the student finishes.
2. The student hears the word and drags down the correct letters to spell the dictated words. The computer repeats the sounds after the student moves the letters (Move-It-And-Say-It-Technique), and then
repeats the whole word when the student finishes.
Units
1. short-a words
18. short-a, -i, -o and -u words
2. short-a words
19. short-e words
3. short-i words
20. short-e words
4. short-i words
21. short-e, -o and -u words
5. short-a and -i words
22. short-e, -o and -u words
6. short-a and -i words
23. short-e and -a words
7. short-o words
24. short-e and -a words
8. short-o words
25. short-e and -i words
9. short-a and -o words
26. short-e and -i words
10. short-a and -o words
27. random short-vowel words
11. short-i and -o words
28. random short-vowel words
12. short-i and -o words
13. short-u words
Short-a Words
bag, bat, cab, can, dad, fan, ham, hat,
mad, man, map, mat, nap, pan, rag, rat,
sad, tag, wag, wax, van
Short-i Words
bib, big, fin, him, hit, kid, lid, lip, pig,
pin, wig, win
Short-o Words
cop, dog, dot, fog, hop, hot, job, jog, log,
mom, mop, pop, pot, sob, top, hog
Short-u Words
bug, bun, bus, cub, cup, gum, hut, mud,
mug, nut, rug, run, sub, sun, tub, tug
Short-e Words
bed, hen, leg, men, net, peg, red, ten,
vet, web, wet
14. short-u words
15. short-i, -o and -u words
16. short-i, -o and -u words
17. short-a, -i, -o and -u words
4.5
CONSONANT CASTLE
PURPOSE: Consonant Castle is designed to reinforce
sound/symbol correspondence for beginning and ending
consonants, and increase awareness of the initial and final
sound segments within words.
PREREQUISITE: Knowledge of sound/symbol correspondence for consonants.
TASK DESCRIPTION: The student clicks the initial or final
consonant to complete the spelling of dictated words. Correct
responses build a castle at the bottom of the screen. When the
castle is complete, a dragon and a flag appear. The number of correct responses is displayed on the flag.
Units
UNITS 1 – 9, BEGINNING SOUNDS
UNITS 1 – 9 BEGINNING SOUNDS
UNITS 10 – 12, ENDING SOUNDS
1.
2.
3.
4.
5.
6.
7.
8.
9.
b:
g:
m, s
b, r
m, s, b, r
d, f, t, h, c
l, p, g, w, n
k, j, y, z, v
b, d, m, n
p, g, f, s
b, d, p, g
UNITS 10 – 12, ENDING SOUNDS
10. g, m, x
11. t, b, n
12. p, d, s
c:
d:
f:
g:
h:
j:
k:
l:
m:
n:
p:
r:
s:
t:
v:
w:
y:
z:
4.6
bad, bet, box, bud, bus,
bun, big, bit, bug, beg,
but
cup, cub, cap, cut, can,
cat, cob
dam, den, did, dug, dip,
dad, dot, dim, dog, dig,
fan, fed, fog, fit, fig, fox,
fun, fat, fin, fib,
gas, get, got, gap, gum
ham, hen, hum, him,
hog, hut, hug, hid,
hat, hit, had, has
jab, jet, job, jam, jug, jog
kid, keg, kit
lad, led, lid, log, lap, lip,
let, lit, lot, leg
mad, men, mop, mud, mug,
map, met, mat, mom
net, nod, nip, nap, nut,
not, new, now, not
pan, peg, pop, pig, pin, pat,
pot, pen, pet, put
red, rot, rug, rib, run, rob,
rat, rip, rid, ran
sap, six, sob, sip, set, sub,
sun, sat, sad, sag
tap, ten, top, tub, tip,
tab, tug, tan, tag
van, vet, vim
wag, web, win, wed, wax,
wet, wig, was
yet, yip, yes, yap
zip, zap, zoo
m:
n:
x:
t:
b:
p:
d:
s:
beg, big, bug, dug, fog,
hug, jog, log, mug, wig,
dog, leg, bag, pig
ham, hem, him, hum,
jam, Sam, Pam
can, fan, fin, hen, men,
pan, pen, ran, run, sun,
ten, van, win
box, fox, six, wax, mix,
fix
bet, cat, dot, wet, get, got,
jet, lot, met, not, pat,
rot
rib, sob, sub, tub, web,
job, cab, rob, rub
cup, dip, hop, lip, mop,
rip, sip, tap, top, zip,
lap, map
bed, Ted, fed, hid, kid,
led, lid, mad, mud, nod,
red, sad, had, dad
gas, bus, yes
SIGHT WORD SEARCH
PURPOSE: Sight Word Search I is designed to develop automatic recognition of pre-primer high-frequency
irregular words in isolation, in phrases, and in sentences.
PREREQUISITE: Basic knowledge of letters. No previous knowledge of pre-primer sight words required.
TASK DESCRIPTION: Sight Word Search I consists
of three tasks.
1. The program dictates and spells a word as it displays on-screen. The student finds the word hidden in the picture, and clicks it.
2. The student constructs the same word from letters scrambled on-screen (includes one foil letter): first
by copying them, and then from memory .
3. The program dictates a phrase that is displayed on-screen with a missing word. The student clicks a
word (from 2 or more), to complete the phrase.
Units
1. the
16. phrases from units 14 & 15
2. to
17. phrases/sentences with words from
units 9, 10, 14, 15
4. here
5. down
units 1, 2, 4, 5
8. automaticity game
9. one
10. two
units 4, 5, 9, 10
14. come
19. you
20. where
units 14, 15, 19, 20
24. blue
25. yellow
26. phrases 24 & 25
units 19, 20, 24, 25
15. said
4.7
SORT B, D, P
PURPOSE: Sort b, d, p focuses on the differences
between the reversible and easily confused letters
b, d and p. It requires visual discrimination of these
reversible letters in progressively more complex
combinations ranging from one to four letters. It is
timed to develop automatic recognition.
PREREQUISITE: No previous knowledge of
sound/symbol correspondence required.
TASK DESCRIPTION: Two boxes appear on the
screen. The student sorts letters b/p, d/p, or b/d or
letter clusters which include the letters b, d and p.
Units
1. b, d, p
2. ib, id, ip
3. bi, di, pi
4. bit, dit, pit
5. big, dig, pig
6. gib, gid, gip
7. brag, drag, prag
8. bing, ding, ping
9. ribs, rids, rips
4.8
SHORT VOWEL MATCH
PURPOSE: Short Vowel Match is designed to teach
sound/symbol correspondence for the short vowels.
PREREQUISITE: No previous knowledge of sound/symbol
correspondence for short vowels required.
TASK DESCRIPTION: Each vowel is associated with an
illustrated key word that begins with the vowel sound. The
activity begins by introducing two vowels (a and i) and progresses systematically to exercises containing all five vowels.
The student matches short-vowel sounds to key words and
pictures.
Key Words
a – apple
e – elephant
i – igloo
o – octopus
u – umbrella
Units
1. a, i
2. a, i, o
3. a, o, e
4. e, o, u
5. i, o, u, e
6. a, i, e, u
7. a, i, o, u, e
4.9
The activities in Level 2 are designed to reinforce word-attack strategies necessary for automatic recognition of
high frequency sight words, short vowel CVC words, and short vowel words with blends and digraphs. There is
continued emphasis on sound-segmentation skills at the word level, as well as comprehension at the word,
phrase, and sentence levels.
SOUNDS TO LETTERS
II
To reinforce phonemic awareness and the ability to map sounds
onto letters.
UNITS: 20
WORDS: 150
FOCUS:
CONSONANT
BLAST
FOCUS: To reinforce sound/symbol correspondence for consonants, consonant
digraphs and consonant blends in initial and final positions in onesyllable words.
UNITS: 15
WORDS: 150
SIGHT WORD SEARCH
FOCUS:
UNITS:
II
To develop automatic recognition of primer high-frequency
irregular words.
28
SHORT VOWEL BRIDGE
To develop automaticity for sound/symbol correspondence with short
vowels, and reinforce sound-segmenting skills.
UNITS: 11
WORDS: 80
FOCUS:
PICTURE-WORD MATCH
FOCUS:
UNITS:
4.10
To reinforce reading comprehension skills by matching pictures to
words, phrases, and sentences.
12 (increasing in difficulty from two to five vowels)
SOUNDS TO LETTERS II
PURPOSE: Sounds to Letters II is designed to reinforce phonemic
awareness skills, and to develop the ability to map sound patterns
onto letter patterns. Practice with CVC words is followed by activities containing CCVC and CVCC words.
PREREQUISITE: Knowledge of sound/symbol correspondence for
consonants and short vowels. Phonemic awareness of sounds in
CVC words, and the ability to apply this knowledge to CCVC and
CVCC words.
TASK DESCRIPTION: Sounds to Letters II consists of two tasks.
1. Each paint color represents a sound and is a placeholder for a sound position. The student hears the
word and drags a token down to the initial, middle, and final sound spot and clicks the check when
they are done. The program repeats the sounds after the student drops the tokens to the correct sound
position, and then repeats the whole word when the student clicks the check.
2.
The student drags down the correct letters to spell the dictated words. The program repeats the sounds
after the student moves the letters (Move-It-And-Say-It-Technique), and then repeats the whole word
when the student finishes.
1. mixed CVC
2. mixed CVC
3. CVC and CCVC
4. CVC and CCVC
CVC Words
bug, bun, bus, cub, cup, gum, hut, mud, mug, nut, rug, run, sub, sun, tub, tug,
cop, dog, dot, fog, hop, hot, job, jog, log, mom, mop, pop, pot, sob, top, hog,
bib, big, fin, him, hit, kid, lid, lip, pig, pin, wig, win, bed, hen, leg, men, net,
peg, red, ten, vet, web, wet, bag, bat, cab, can, cat, dad, fan, ham, hat, mad,
man, map, mat, nap, pan, rag, rat, sad, tag, wag, wax, van,
5. CVC and CCVC
6. CVC and CCVC
7. CVC and CVCC
8. CVC and CVCC
9. CVC and CVCC
10. CVC and CVCC
11. CCVC and CVCC
12. CCVC and CVCC
13. CCVC and CVCC
14. CCVC and CVCC
15. CCVC and CVCC
16. CCVC and CVCC
17. mixed random
18. mixed random
19. mixed random
20. mixed random
CCVC Words
clap, clam, club, crab, crib, clip
drum, drip
flag, frog
grin, glad
scab, stop, stem, step, spot, swim
trot, twin
CVCC Words
band, sand, land, pond, bend, hand, wind
tent, mint, dent, cent
pink, sink, wink
dump, bump, ramp, pump, damp, jump, camp, lamp
rest, nest, dust, list, vest
mask, desk
belt, melt, colt
milk, gift, raft
bank, bunk, junk
bang, hang, rang, sang, hung
cold, fold, gold, bald
ring, king, sing, wing
golf
4.11
CONSONANT BLAST
PURPOSE: Consonant Blast is designed to reinforce
sound/symbol correspondence for beginning and ending
consonant digraphs and blends in one-syllable words
(CCVC and CVCC), as well as beginning consonants
in CVC detached syllables (word parts). It helps to
increase students’ awareness of initial and final sound
segments within words and detached syllables.
PREREQUISITE: Familiarity with sound/symbol correspondence for consonants and consonant digraphs.
TASK DESCRIPTION: Consonant Blast consists of
two tasks.
1. The student completes the spelling of dictated words by selecting the correct initial or final consonant,
consonant digraph or consonant blend. Total possible responses in each session: 10. Untimed.
2. The student listens to a dictated word (or detached syllable), and clicks it as quickly as possible. Timed.
Units
Unit 1:
sh, wh
ship, shop, shot, shut, shelf, show, shell, shirt, short
whip, when, whiz, which, whack, what
Unit 2:
th, ch
that, this, thin, then, than, them, thank, think, thing, thick
chat, chop, chin, check, chunk, chips
Unit 3:
st, sn, sk
step, stop ,still, stand, stick, sting, stuck, stump, stung
snap, snag, snip, snack, sniff
skip, skunk, skin, skill
Unit 4:
sl, sp, sm
slam, slid, slip, sled, slap
spun, spot, spit, spin, spell, spill
smell, smack, smash, small
Unit 5:
gr, gl, tr
grab, grin, grip, grass
glob, glad, Glen, glass
trip, trap, trot, trunk, track, trick, trash
Unit 6:
cl, dr, fl
clam, club, clap, clip, cloth, cliff, click, clock
drop, drip, drag, drum, dress, drink
flap, flag, flash, flock, flat, flip
4.12
Unit 7:
br, pl, bl
bran, bring, brick, brush
plan, plum, plot, plop, plug, plant, plus
block, blink, bless, black, blast, blank
Unit 8:
sh, th
dish, fish, wish, hush, rush, trash, crash, flash
moth, math, with, cloth, bath
Unit 9:
ch, ck
much, rich, such, which
lick, rock, sack, sock, neck, stuck, back, kick,
sick, black, pick, check, Jack, deck, Rick, lock,
block, duck, luck
Unit 10: nt, lk
sent, hunt, dent, tent, went, rent, mint, bent
milk, silk, bulk, hulk, sulk
Unit 11: ng, nd
ring, lung, rang, sing, song, hung, king, long,
wing, bring, thing, bang, sang
pond, band, bend, sand, send, hand, land, end
Unit 12: nk, st
bank, wink, sink ,sank, tank, pink, drink, think,
junk, sunk, skunk, trunk
dust, list, lost, rest, rust, nest, best, fast, west, test
Unit 13: ft, mp
gift, soft, lift, drift, shift, swift, raft, craft, draft
dump, pump, damp, jump, stamp, camp, lamp,
chimp, bump
Unit 14: m, n, r, v, h
min, mon, mun, mel, mex, mod, mul
nas, neg, nev, nom
rab, ras, rec, ref, rel, rep, res
vel, val, vac, ven, vin
hab, han, hap, het, hic, hin, hob, hos
Unit 15: t, s, l, b, p
tum, tem, tes, tet, tim, toc
sab, sac, sal, sec, sen, sep, seg, sil, sim, sud, suf, sug, sul, sus
lan, las, lat, lav, lec, lem, lep, lev, lex, lib, lim, lin, lof, lum
bal, bam, bod, bas, bom, bev, bis, bon, bos, bot, buf
peb, pel, pes, pol, pon, pom, pos, pud, pul, pum
4.13
SIGHT WORD SEARCH II
PURPOSE: Sight Word Search II is designed to
develop automatic recognition of primer high-frequency irregular words in isolation, in phrases, and in
sentences.
PREREQUISITE: Ability to read pre-primer sight
words.
TASK DESCRIPTION: Sight Word Search II consists of three tasks.
1. The program dictates and spells a word as it
displays on-screen. The student finds the word
hidden in the picture, and clicks it.
2. The student constructs the same word from letters scrambled on-screen (includes one foil letter): first
by copying them, and then from memory.
3. The program dictates a phrase that is displayed on-screen with a missing word. The student clicks a
word (from 2 or more), to complete the phrase.
Units
1. all
15. who
2. there
17. phrases and sentences with words from units 9,
10, 14, 15
4. what
5. they
7. phrases and sentences with words from
units 1, 2, 4, 5
9. are
19. three
20. four
21. phrases 19 & 20
15, 19, 20
10. do
12. phrases and sentences with words from
units 4, 5, 9, 10
14. was
24. black
25. brown
20, 24, 25
4.14
SHORT VOWEL BRIDGE
PURPOSE: Short Vowel Bridge is designed to increase automatic retrieval of the sound/symbol correspondences for short
vowels, and develop sound-segmenting skills for CVC words.
Emphasis is on medial short-vowel discrimination in the context
of a word.
PREREQUISITE: Knowledge of sound/symbol correspondence
for short vowels.
TASK DESCRIPTION: The student completes the spelling of
dictated words by clicking the correct vowel. The exercises begin by contrasting two vowels (a and i), and systematically progress to exercises containing all five vowels. The first activity is untimed; the subsequent activities
are timed.
Units
1. a, i (untimed)
2. a, i
3. a, i,
4. a, i, u
5. a, i, o, u
6. o, e
7. u, o, e
8. a, o, u, e
9. i, e
10. u, i, o, e
11. a, i, o, u, e
4.15
PICTURE-WORD MATCH
PURPOSE: Picture-Word Match is designed to reinforce reading
and listening comprehension skills. It gives practice in reading
short-vowel CVC words in the context of increasingly complex
phrases. Listening skills are enhanced by answering “silly” questions.
PREREQUISITE: Familiarity with sound/symbol correspondence
for consonants and short vowels.
TASK DESCRIPTION: Picture-Word Match consists of three tasks.
1. Students choose one of 3 pictures to match a word or phrase.
2. Students choose one of three words or phrases to match a picture.
3. Students answer simple yes or no questions about the new words that they have learned.
Units
Unit 1 (a)
bat, can, dad, map, van, pan, cat, hat
Unit 2 (a, i)
cat, fan, man, bat, bib, pig, pin, lip
Unit 3 (a, i, o)
cab, hat, fin, wig, log, mom, pig, dog
Unit 4 (a, o, e)
mat, dad, dog, box, bed, web, pot, jet
Unit 5 (e, o, u)
hen, jet, mop, pot, rug, bug, nut, mom
Unit 6 (i, o, u, e)
lid, fox, tub, gum, vet, net, rug, bed
Unit 7 (a, i, e, u)
gas, wig, leg, pen, cub, jug, fan, bib
Unit 8 (a, i, o, u, e)
dad, lip, top, pup, sub, ten, mug, web
Unit 9 (adjective Phrases)
hot cup, hot dog, hot pot, mad cat, wet bus, wet hen, wet fox,
tan bug, tan nut, red bus, red pin, red box, red hat
Unit 10 (adjective phrases)
hot pan, hot pig, hot mug, hot sun, wet hat, wet dog, wet web,
tan bat, tan fox, red top, red cup, red van, red bug
Units 11 & 12
(in & on phrases)
in a box, in a can, in a jug, in a mug, in a net, in a pot, in a tub, on a can,
on a jet, on a bed, on a box, on a sub, on a pin, on a log, on a rug, on a nut
a words: bat, cab, can, cat, dad, hat, pan, gas, fan, map, man, mat, van
i words: bib, lip, fin, lid, tin, pig, wig, pin
o words: log, mom, mop, dog, box, fox, pot, pop, top
e words: bed, leg, net, vet, web, jet, pen, ten, hen
u words: bug, bun, cub, hut, mug, nut, rug, sub, tub, pup, cup, gum, jug
adjective words: hot, mad, tan, red, wet
4.16
The activities in Level 3 are designed to reinforce automatic recognition of high-frequency sight words, as well as
word-attack strategies necessary for automatic recognition of short-vowel words with blends, digraphs, and longvowel (silent-e) words. There is continued emphasis on sound-segmenting skills at the word level, as well as
comprehension at the word, phrase, and sentence levels.
SOUND CHANGE
FOCUS: To reinforce sound segmentation and sound/symbol correspondence skills.
UNITS: 10
WORDS: 75
SIGHT WORD SEARCH III
FOCUS:
UNITS:
To develop automatic recognition of first-grade high-frequency irregular
sight words.
26
SILENT-E SWITCH
To develop automaticity with short- and long-vowel words marked by
silent-e through visual and auditory discrimination activities.
UNITS: 21
WORDS: 90
FOCUS:
FAST FIND
FOCUS: To reinforce automaticity by matching words with pictures.
UNITS: 10
WORDS: 85
SILENT-E SCORE
FOCUS:
UNITS:
To reinforce the concept of the silent-e marker for long-vowel sounds.
14
4.17
SOUND CHANGE
PURPOSE: Sound Change is designed to increase
sound-segmenting and word-recognition skills for
short-vowel CVC words.
PREREQUISITE: Knowledge of sound/symbol correspondence for consonants and short vowels.
TASK DESCRIPTION: Sound Change consists of
two tasks.
1. The student clicks a letter to change the dictated word to a new word, e.g., “Change bun to
sun.”
2. The student clicks dictated words from a list. Correct responses gradually build a robot who jumps up
and down when the unit is complete.
Units
1. bat, hat, fat, mat, sat, cat, rat
2. lab, cab, nab, jab, tab, gab
3. dog, dot, lot, log, fog, jog
4. bug, bun, bus, bud, but
5. let, vet, get, net, pet, pen, hen, men, met
6. bib, bin, bid, bit, big
7. lid, lip, tip, sip, sit, pit, pig, fig, fin, fit, hit, him, hid
8. bit, big, bag, bug, but, bat, bad, bed, bet
9. ham, him, hid, hit, hat, hot, hut, hum
10. bat, fat, fit, pit, pet, pot, lot, let, lit, lip, lap, tap, tag, tug, hug, bug, bag
4.18
SIGHT WORD SEARCH III
PURPOSE: Sight Word Search III is designed to develop automatic recognition of first-grade high-frequency irregular words
in isolation, in phrases, and in sentences.
PREREQUISITE: Ability to read pre-primer and primer sight
words.
TASK DESCRIPTION: Sight Word Search III consists of one
task, plus a set of review tasks.
1. The program dictates a word as it is displayed on the
screen. Then the student searches for the word hidden
in a grid of letters.
Review:
1. The student clicks the dictated words.
2. The student unscrambles letters to spell dictated words.
3. The student clicks a word to complete the phrase.
Units
1. some
14. just
2. were
15. have
3. walk
16. again
4. review units 1 – 3
5. from
18. want
6. of
19. could
7. every
20. know
9. once
22. give
10. any
23. live
11. old
24. round
(concentration-style word game)
(concentration-style word game)
4.19
SILENT-E SWITCH
PURPOSE: Silent-e Switch is designed to develop automatic
recognition of short-vowel words versus long vowel (silent-e)
words. The activity begins with simple CVC and CVCE
words, and progresses to words with beginning and ending
blends and digraphs.
PREREQUISITE: Knowledge of sound/symbol correspondence for short and long vowels, and the function of the
silent-e marker.
TASK DESCRIPTION: Silent-e Switch consists of three tasks:
1. The student sorts short-vowel words and long-vowel (silent-e) words into two boxes.
2. The student hears the word and sorts short-vowel words and long-vowel (silent-e) words into two
boxes.
3. The student hears a word and clicks on the right one.
Units
Units 1 – 10
easy short- and long-vowel (silent-e) words (CVC; CVCe)
Words: bag, map, hem, kid, mob, jug, fun, get, nip, pan, rob, tug, vet, yes, ape, here, bite,
hope, sore, time, rude, made, eve, game, five, pole, cube, dune
Units 11 – 19 medium difficulty short- and long-vowel (silent-e) words (CCVC or CVCC; CCVCe)
Words: and, lend, crib, frog, drum, plum, shed, rang, west, with, twig, spot, stub, hand, shake,
theme, spine, choke, flute, grade, bribe, these, froze, prune, crime, whale, stole, plane
Units 20 – 21 difficult short- and long-vowel (silent-e) words
Words: quack, dress, crisp, block, cluck, skunk, spring, plant, spent, which, frost, stump,
prompt, drank, blaze, scrape, Steve, stripe, globe, flute, quite, stroke, brute, theme, blade,
while, chose, plume
1. all vowels
8. long or short i, o or u
15. long or short i, o or u
2. long or short a
9. long or short u
16. long or short a, i, or o or u
3. long or short a
10. long or short e
17. long or short a, i or o or u
4. long or short i
11. all vowels
18. long or short a, o or e
5. long or short i
12. long or short a, i or o
19. long or short a, o or e
20. all vowels
7. long or short o
21. all vowels
4.20
FAST FIND
PURPOSE: Fast Find is designed to develop automatic recognition of short-vowel words containing consonant blends and
digraphs, and long-vowel words marked by silent-e, with or
without consonant blends and digraphs. Matching pictures
with words and completing sentences emphasizes meaning
and comprehension.
PREREQUISITE: Familiarity with sound/symbol correspondence for consonants, consonant blends and digraphs, short
vowels, and long vowels (silent-e).
TASK DESCRIPTION: The student matches words with pictures (first untimed, then timed).
Units
1. short-vowel words with ending consonant blends or digraphs
Words: bell, tent, sand, hand, bank, king, hung, nest, vest, lamp, pump, milk, belt, path, bath, sack,
neck, pond
2. short-vowel words with beginning consonant blends or digraphs
Words: stop, frog, crab, crib, sled, clam, club, trap, drum, skin, flag, ship, shop, whip
3. words from units 1 & 2
4. short-vowel words with both beginning and ending consonant blends or digraphs
Words: shelf, blimp, drink, brush, crust, stump, plant, frost, cloth, strap, splash, stamp, bench, clock,
chest
5. words from units 1, 2 & 4
6. long-vowel (silent-e) words without consonant blends or digraphs
Words: cape, cone, cave, bone, cane, cake, fire, gate, kite, hole, hose, home, lake, bike, rake, mule, safe,
tire, vine, nose, rose, wave, vase
7. words from units 4 & 6 (CCVCC; CVCe)
8. long-vowel (silent-e) words with consonant blends and digraphs
Words: crate, plane, grape, plate, flame, prize, stripe, spike, bride, spine, globe, shore, stone, smoke,
store, flute
9. words from units 6 & 8
10. words from all units
4.21
SILENT-E SCORE
PURPOSE: Silent-e Score is designed to reinforce the concept of silent-e as a signal (marker) for the long-vowel sound.
PREREQUISITE: Knowledge of sound/symbol correspondence
for short and long vowels and the function of the silent-e
marker.
TASK DESCRIPTION: The student clicks the correct vowel
to complete the spelling of a dictated word, then clicks the
ball. If the word is spelled correctly, the student scores a basket.
Exercises begin by contrasting two vowels (a and i) in simple CVC or CVCe words, and systematically progress
to contrasting all five vowels in more complex words with consonant blends and digraphs.
Units
Easy short-vowel words (CVC) and long-vowel (silent-e, CVCe) words with:
1. a, i
2. a, i, o
3. a, i, o, u (i/u; a/u; o/u)
4. a, o, e (o/e; a/e)
5. a, o, u, e (u/o/e; a/o/e)
6. a, i, o, e (i/o/e; a/i/e)
7. a, i, o, u, e
More difficult short-vowel words (CCVCC) and long-vowel (silent-e, CCVCe) words with:
8. a, i
9. a, i, o (i/o; a/o)
10. a, i, o, u (i/u; a/u; o/u)
11. a, o, e (o/e; a/e)
12. a, o, u, e (u/o/e; a/o/e)
13. a, i, o, e (i/o/e; a/i/e)
14. a, i, o, u, e
4.22
The activities in Level 4 are developed to reinforce word-attack strategies necessary for automatic recognition of
words containing vowel combinations and vowel-r, as well as to review short- and long-vowel (silent-e) words.
There is continued emphasis on phonological awareness and sound-segmentation skills at the word level.
Exercises containing sentences and paragraphs are included to reinforce comprehension by providing practice in
applying word-attack strategies to contextual material. Conceptual reasoning activities are introduced to emphasize higher order thinking skills.
WORD HUNT
FOCUS:
UNITS:
To apply word-attack strategies in context by reading sentences and
paragraphs.
20
SIGHT WORD SEARCH IV
FOCUS:
UNITS:
To develop automatic recognition of second-grade high-frequency irregular
words.
26
WORD STAIRS
To reinforce sound/symbol correspondence for vowel-r combinations
through word construction and sentence reading.
UNITS: 13 (with six branching practice units)
WORDS: 65 (vowel-r) plus sentences
FOCUS:
PIRATE SHIP
To reinforce sound/symbol correspondence and develop automaticity
with vowel-combination words.
UNITS: 28
WORDS: 190
FOCUS:
GROUP IT I
FOCUS:
UNITS:
To emphasize meaning and develop conceptual reasoning skills by
associating related words.
13
4.23
WORD HUNT
PURPOSE: Word Hunt is designed to improve reading comprehension by reinforcing the application of word-attack
strategies to reading in context.
PREREQUISITE: An understanding of the silent-e marker
and knowledge of sound/symbol correspondence for consonants, consonant blends and digraphs, and short and long
vowels.
TASK DESCRIPTION: The student clicks the correct word
to fill in a blank in a series of sentences. Words containing the concepts presented in Levels 1 – 3 (CVC,
CCVCC, CVCe and CCVCe) are presented systematically, first in related sentences and then in paragraphs.
Units
1. sentences containing short-vowel words (CVC)
2. sentences containing short-vowel words with beginning or ending blends or digraphs (CCVC; CVCC)
3 & 4. sentences containing short-vowel words with beginning and ending blends or digraphs (CCVCC)
5. sentences containing long-vowel (silent-e) words (CVCe)
6 & 7. sentences containing long-vowel (silent-e) words with blends and digraphs (CCVCe)
8 – 10. sentences containing a mixture of short-vowel words and long-vowel (silent-e) words
(CCVC; CVCC; CCVCC; CVCe; CCVCe)
11 – 20. paragraphs containing a mixture of short-vowel words and long-vowel (silent-e) words
(CCVC; CVCC; CCVCC; CVCe; CCVCe)
4.24
SIGHT WORD SEARCH IV
PURPOSE: Sight Word Search IV is designed to develop
automatic recognition of second grade high-frequency irregular words in isolation, in phrases, and in sentences.
PREREQUISITE: Ability to read pre-primer, primer, and first
grade sight words.
TASK DESCRIPTION: Sight Word Search IV consists of
two tasks and review exercises.
1. The program dictates a word as it displays on-screen. The student copies the word by typing it in.
2. The program dictates a word, but it is not displayed on-screen. From memory, the student types
the missing letters to spell the word.
Review
1. The student clicks dictated words.
3. The student clicks a missing word to complete the sentence.
Units
1. does
14. because
2. many
15. friend
3. very
16. buy
5. goes
18. orange
6. says
19. first
7. been
20. always
9. why
22. before
10. would
23. which
11. your
24. green
4.25
WORD STAIRS
PURPOSE: Word Stairs is designed to reinforce sound/symbol correspondence for vowel-r combinations. It provides
practice in constructing single words, recognizing words (in
isolation as well as in context), and segmenting words into
single consonants, consonant blends and digraphs, and
vowel-r combinations.
PREREQUISITE: Knowledge of sound/symbol correspondence for consonants, consonant blends and digraphs, and
vowel-r combinations.
TASK DESCRIPTION: Word Stairs consists of two tasks.
1. The program dictates vowel-r words and the student spells them by clicking letters or letter clusters.
The letters must be chosen and placed on a red line in the correct order. Each time the student spells a
word correctly, the slinky climbs another step.
2. The student clicks vowel-r words to complete sentences.
Units
1. or, ur words
2. or, ur sentences
3. ar, ir words
4. ar, ir sentences
5. ar, or, ur words
6. ar, or, ur sentences
7. ar, or, er words
8. ar, or, er sentences
9. ar, or, ir words with blends
10. ar, or, ir sentences with blends
11. ar, or, ur words with blends
12. ar, or, ur sentences with blends
13. sentences with two incomplete vowel-r words
4.26
PIRATE SHIP
PURPOSE: Pirate Ship is designed to reinforce sound/symbol
correspondence for selected vowel combinations and reinforce automatic recognition of words which contain those
combinations. Sentences are included for comprehension.
PREREQUISITE: Knowledge of sound/symbol correspondence for consonants, consonant blends and digraphs, and
vowel combinations.
TASK DESCRIPTION: Pirate Ship consists of two tasks.
1. The computer dictates a word and the student completes the spelling of the word by clicking the correct vowel combination.
2. A list of words displays and the student clicks on words dictated by the computer. Students must go as
quickly as possible, before the shark moves across the screen to eat the coins.
Units
1. ee, ai
2. ee, ai, oa (ee/oa; ai/oa)
3. ai, oa, oo as in food (ai/oo; oa/oo)
4. oa, oo, oi (oa/oi; oo/oi)
5. oo, oi, ay (oo/ay; oi/ay)
6. ay, oi, ow as in snow (ay/ow; oi/ow)
7. ow, ay, ea as in eat (ow/ea; ay/ea)
8. ea, ow, oy (ea/oy; ow/oy)
9. oy, ea, ou as in out (oy/ou; ea/ou)
10. ou, oy, aw (ou/aw; oy/aw)
11. ou, aw, oi, ee (ou/oi; ee/aw)
12. oy, aw, ai, ow (aw/ai; aw/ow)
13. words from all units
4.27
GROUP IT I
PURPOSE: Group It I is designed to develop conceptual
reasoning skills by asking students to group words into appropriate categories and then associate those words with other
words. Practice categorizing short-vowel words is followed by
lists including CVC, CCVC, CVCC, and silent-e words, as
well as some vowel combinations and r-controlled one-syllable words.
PREREQUISITE: Ability to read CVC, CCVC, CVCC
words, long-vowel words marked by silent-e, vowel combination words and r-controlled words.
TASK DESCRIPTION:
1. Students read the words and sort them into one of 2 categories. Categories include things, animals,
actions, body parts, feelings, people, inside/outside, food, sleeping, activities, amounts, colors, clothes,
shapes, descriptions, and places.
2. Students match words with other affiliated words, e.g., pond and fish, cup and milk, or plate and dish.
Units
1.
bag, fan, map, rat, pig, wig, cat, hat, dog, top
2.
cap, sat, bib, hit, rug, run, bed, fed, log, rob
3.
frog, leg, lip, hand, fist, fish, bug, hen, fox, rib
4.
sad, mad, vet, cop, sob, glad, man, shock, mom, dad
5.
jet, shed, mop, pond, desk, nest, sun, tent, lamp, path
6.
ham, pan, milk, cup, fish, dish, crib, nap, bed, rest
7.
swim, run, ride, hike, camp, inch, mile, dime, five, nine
8.
pink, black, red, white, rose, robe, pants, vest, cap, sock
9.
nose, face, hip, bone, spine, cube, square, tube, cone, thin
10. brush, grasp, drink, scrape, drive, rich, fast, safe, wide, lost
11. ape, whale, snake, mule, duck, fish, ate, dive, send, dump
12. stork, shark, goat, seal, mouse, church, barn, porch, farm, beach
13. bread, meat, soup, fruit, pear, peach, horse, bird, sheep, moose
4.28
The activities in Level 5 are developed to reinforce the word-attack strategies taught in Levels 1-4, which are
necessary for automatic recognition of short-vowel words with blends and digraphs and long-vowel (silent-e)
words. The exercises reinforce word-attack strategies for automatic recognition of one- and two-syllable words
containing vowel combinations and vowel-r, as well as common suffixes. There is continued emphasis on soundsegmenting skills at the word level, and exercises containing sentences and paragraphs are included to reinforce
comprehension by providing practice in applying word-attack strategies to contextual material. Conceptual reasoning activities are also included to emphasize higher order thinking skills.
SUPER CHANGE
To reinforce recognition of short-vowel words and long-vowel
(silent-e) words, and develop sound-segmenting skills for initial,
medial and final positions.
UNITS: 15
WORDS: 105
FOCUS:
ADD IT
FOCUS:
UNITS:
To provide practice in reading and spelling words with simple suffixes
(s, es, ing, ed, ness, less, ful, est, er, y, ly, en, ment, ish) in isolation
and in sentences.
10
SIGHT WORD SEARCH V
FOCUS:
UNITS:
To develop automatic recognition of third-grade high-frequency irregular
words.
26
ELEVATOR
To practice constructing and reading two-syllable words in isolation,
in sentences, and in stories.
UNITS: 15 (repeated as necessary with automatic branching)
WORDS: 90
FOCUS:
GROUP IT II
FOCUS:
UNITS:
To emphasize meaning and develop conceptual reasoning skills by
associating related words.
13
4.29
SUPER CHANGE
PURPOSE: Super Change is designed to increase sound
segmenting and manipulation skills, and to reinforce the
recognition of words with short vowels or long vowels
marked by a silent-e.
PREREQUISITE: Knowledge of sound/symbol correspondence for consonants, consonant blends and digraphs, short
and long vowels, and the function of the silent-e marker.
Students should have the ability to segment words into
sounds.
TASK DESCRIPTION: Super Change consists of two tasks:
1. The student replaces one letter (or letter cluster) of a word to spell the dictated words (e.g., change
stung to sting).
2. The student clicks dictated words from a list.
Units
1. pile, mile, mule, mole, sole, sore, core, care, cure, pure, pore, pole
2. stack, sack, rack, crack, track, trick, tick, stick, sick, slick, flick, flack, lack, black, back, tack
3. ring, bring, bing, sing, sting, stung, sung, slung, sling, slang, sang, rang
4. blend, lend, tend, tent, sent, send, sand, stand, stank, sank, bank, blank, bland, band, bend
5. think, thank, bank, ban, bath, path, pan, pin, pink, link, blink, blank, bank, rank, rink, sink, wink
6. hint, hunt, runt, rent, rest, rust, must, mast, mask, task, tank, bank, sank, sand, band, bend, tend, tent,
tint
7. grip, gripe, grape, gape, gate, grate, crate, rate, late, plate, slate, slat, slap, lap, rap, trap, strap, strip,
stripe, tripe, trip, rip
8. swine, spine, spite, spit, spin, span, pan, pin, pine, line, lane, plane, pane, wane, wine, wipe, swipe
9. slap, slip, sip, ship, shop, lop, slop, slope, lope, rope, ripe, gripe, grime, grim, gram, ram, Sam, slam
10. scram, cram, tram, trap, strap, strop, stop, step, strep, strap, trap, track, trick, truck, struck, strum, scrum
DETACHED SYLLABLES:
11. pim, sim, sem, sep, mep, mip, mup, sup, sut, lut, lub, lob, tob, ton, tan, tam, mam, mim
12. pate, sate, site, sipe, sibe, sobe, mobe, mone, mune, mute, mite, mete, dete, pete, lete, lote, pote
13. min, mine, mune, mun, lun, len, lene, rene, rine, rite, rit, ret, rete, mete, mite, mit
14. pon, spon, spen, spet, set, ret, bret, brit, bit, blit, blat, glat, gat, grat, gran, gan, gon
15. gup, gump, gamp, gam, mam, man, mant, mont, gont, gunt, gut, tut, tust, fust, funt, fint, fist, fost, gost,
got, gop
4.30
ADD IT!
PURPOSE: Add It is designed to reinforce the reading and
spelling of common suffixes. It requires visual scanning for
suffixes, recognizing isolated words containing suffixes, and
spelling the suffixes at the end of base words. Sentences are
included for comprehension.
PREREQUISITE: Knowledge of sound/symbol correspondence for consonants, consonant blends, digraphs, short and
long vowels (silent-e), vowel combinations, and familiarity
with suffixes.
TASK DESCRIPTION: Add It consists of three tasks.
1. The student sorts words into boxes based on their suffixes.
2. The student clicks dictated words from a list. The word displays without the suffix and the student
types it in.
3. The student completes sentences by selecting the missing suffixes and placing them in the correct
words. For example:
s
es
ing
When his class__ end, Ron plans to take a long camp__ trip.
Units
1. s, es, ing (plus sentences)
2. ed, es, ing (plus sentences)
3. ed, ness, less (plus sentences)
4. ness, less, ful (plus sentences)
5. ful, est, er (plus sentences)
6. est, er, y (plus sentences)
7. y, ment, ish (plus sentences)
8. ment, ish, ly (plus sentences)
9. y, ly, en (plus sentences)
10. en, ed, es (plus sentences)
4.31
Word Lists
s:
bats, belts, cabs, hugs, hums, kids, mops, pets, ponds, jumps, drips, burns, charms, checks, chirps,
cracks, docks, forks, honks, prints, risks, shells, shocks, snaps, specks, stops, whips, whirls, wings
es:
boxes, brushes, bunches, buzzes, classes, crashes, dresses, fixes, flashes, foxes, glasses, grasses,
lunches, masses, mixes, losses, passes, messes, smashes, taxes, tosses, wishes
ing:
adding, bending, blocking, branching, bumping, camping, crunching, crushing, dusting, fixing,
frosting, milking, morning, munching, picking, renting, rushing, shocking, smashing, smelling,
splashing, standing, stomping, thinking, trusting, twirling, wishing
ed:
rented, added, clouded, dented, drifted, dusted, ended, floated, frosted, handed, hinted, hunted,
landed, lasted, listed, rented, sanded, sifted, stunted, tested, trusted
est:
clearest, coolest, deepest, dullest, farthest, fastest, longest, neatest, sharpest, shortest, slowest,
smartest, strongest, sweetest, swiftest
y:
chilly, chunky, cloudy, crusty, dreamy, dusty, flashy, frilly, grassy, hairy, handy, healthy, lucky,
messy, misty, nasty, rainy, roomy, rusty, speedy, sticky, stormy, thirsty
ness:
blackness, darkness, deafness, fatness, fondness, gladness, goodness, illness, limpness, quickness,
redness, sadness, sharpness, sweetness, weakness, wetness
less:
blameless, careless, cloudless, dreamless, dripless, fearless, formless, helpless, hopeless, joyless, list
less, painless, shapeless, sleepless, soundless, thankless
er:
broiler, camper, clearer, dreamer, duster, farmer, hunter, jumper, longer, painter, planter, printer,
prouder, roaster, seller, sifter, starter, sticker, swifter, teacher, twister
ly:
badly, blankly, bravely, clearly, dimly, fondly, frankly, gladly, grandly, gravely, lately, likely, lonely,
loudly, mainly, manly, nearly, purely, sadly, safely, shapely, stately, timely
ment:
basement, casement, pavement, payment, shipment, statement
ful:
careful, cheerful, dreadful, fearful, fretful, grateful, hateful, helpful, hopeful, lawful, needful,
spoonful, thankful, useful, wishful
ish:
bookish, boyish, British, finish, foolish, girlish, greenish, polish, punish, selfish, sickish, Spanish
en:
burden, chicken, children, deepen, frighten, garden, lighten, maiden, sharpen, shrunken, silken,
wooden, woolen
4.32
SIGHT WORD SEARCH V
PURPOSE: Sight Word Search V is designed to develop
automatic recognition of third grade high-frequency irregular
words in isolation, in phrases, and in sentences.
PREREQUISITE: Ability to read pre-primer, primer, first, and
second grade sight words.
TASK DESCRIPTION: Sight Word Search V consists of
two tasks and the review exercises.
1. The program dictates a word as it displays on-screen. The student copies the word by typing it.
2. The program dictates a word, but it is not displayed on-screen. From memory, the student types in the
missing letters to spell the word.
Review
1. The student clicks dictated words.
3. The student clicks a missing word to complete the sentence.
Units
1. done
15. seven
2. laugh
16. only
3. light
18. today
5. hurt
19. purple
6. carry
20. eight
7. full
22. warm
9. own
23. about
10. try
24. their
11. shall
14. grow
4.33
ELEVATOR
PURPOSE: Elevator is designed to provide practice in constructing and reading two-syllable words in isolation, in sentences, and in stories (including words with short vowels,
long vowel silent-e, vowel-r and vowel combinations).
PREREQUISITE: Knowledge of sound/symbol correspondence for consonants, consonant blends and digraphs, short
and long vowels (silent-e), and vowel combinations.
TASK DESCRIPTION: Elevator consists of two tasks and a
review activity.
1.
The student forms two-syllable words by combining one syllable (presented on an elevator) with another
syllable, from a list of possibilities on the floors of a building. When the student clicks a syllable, the elevator moves to that floor. If the selection is correct, the syllables form a word and the word is listed on the
screen.
2.
The student completes a sentence by clicking the missing word.
Review: Every third unit provides a story with missing words. The student completes the sentences by
clicking on the missing words .
Units
Units 1 – 3
compound words (e.g. sandbox)
Units 4 – 6
CVC/CVC words (e.g. napkin)
Units 7 – 9
CVC/CVCe words (e.g. tadpole)
Units 10 – 12
Vr words (e.g. barber)
Units 13 – 15
VV words (e.g. explain)
4.34
GROUP IT II
PURPOSE: Group It II is designed to develop conceptual
reasoning skills asking students to group words into appropriate categories and then associate those words with other
words. Includes practice categorizing r-controlled and vowel
combination words with one or two syllables. Compound
words are also included.
PREREQUISITE: Ability to read one- and two-syllable
r-controlled and vowel combination words, and compound
words.
TASK DESCRIPTION:
1. Students sort words into two categories. Categories include things, animals, actions, body parts, feelings, people, inside, outside, food, sleeping, activities, amounts, colors, clothes, shapes, descriptions, and
places.
2. Students match words with other affiliated words, e.g., star and moon, thorn and rose, or rain and
storm.
Units
1. shed, pond, path, nest, sun, tent, desk, mop,
lamp, sink, rake, drip, fish, bulb, pen, branch,
shine, cot, rock
8. cheer, peek, sleep, sneeze, meet, feed, heel, feet,
teeth, cheek,rest, see, yell, soft, sock, smile,
lunch, nose
2. ham, pan, milk, fish, dish, cup, nap, crib, bed,
rest, pig, rest, plate, drink, stove, glass, pond,
9. hair, leg, brain, braids, paint, sail, play, spray,
wait, stay, brush, pants, think, home, pond,
hose, ball, braids
3. swim, run, ride, hike, camp, inch, nine, dime,
mile, five, lake, dash, bike, path, tent, mile,
five, spend
4.
pink, black, white, red, brown, vest, pants, cap,
socks, robe, brown, mud, black, cape, milk,
stop, chest, legs, feet
5. nose, hip, bone, face, hand, bang, crash, honk,
quack, snore, nose, dog, car, drum, belt, lips,
ring, duck
6. brush, skate, drink, drive, rich, fast, wide, lost,
safe, thin, dog, rink, base, truck, cash, jet, milk
7. ape, whale, duck, mule, fish, snake, send, dive,
dump, ate, ape, chimp, note, swim, lunch,
jump, huge, truck, rod
10: cheese, beef, seed, grape, snail, deer, bee, sheep,
pig, chick, slow, mice, stew, green, buzz, soft,
chick, fawn
11. boat, soap, coat, toast, goal, row, mow, throw,
moan, blow, foam, snow, loaf, ball, wind, score,
grass
12. kitchen, broom, stool, scoop, food, spoon,
school, zoo, moon, pool, roof, sweep, sit, class,
toast, swim, dish, snake, home
13. peach, meat, wheat, bean, pea, leap, dream,
clean, reach, speak, green, wipe, talk, sweet,
jump, nap, pod, bone
4.35
Chapter 5
INTERPRETING REPORTS
REPORTS IN PRIMARY READING
Lexia Primary Reading generates four reports from within the administrative section of the program (see left column, below), and two reports plus unit “snapshots” from within the learning activity screens (right column).
•
Student Report – Provides a detailed record of
a single student's performance with the program.
•
Use Report – Provides an overview of each
student’s program usage in each activity,
including: the total time spent, the initial and
current units, the number of repeats and uses,
and the most recent dates of use.
•
•
Class Report – A brief overview of class
progress that indicates which students have
used the program, how frequently, and with
how much success.
•
Bar Graphs – These are bar graphs that the
student sees whenever s/he selects an activity.
Each bar graph indicates how many units the
student has completed successfully.
•
i-Button Use Report – This report is generated
if you click on the blue i-button, located
on the Select an Activity screen for each
level. This report is the same as the Use
Report, except that it lists only the activities
for the level currently in use.
•
Current Unit Snapshots – Small pop-ups to
indicate the student’s current unit in a specific
activity. Snapshots are available from within
the Select an Activity screen, and from within
an activity in use.
Detailed Task Progress Report – A line-graph
illustrating a student's progress in each activity,
and his/her number of uses with each unit.
INTERPRETING STUDENT REPORTS
Student Reports provide detailed information regarding a student's work sessions with the program. For
each activity that has been used, the report displays the dates of use, the time spent, the activity units that
have been used, and the degree of success. This detailed information helps teachers to determine which
skills are mastered, which skills require more practice, and which skills need further instruction.
If you do not enter a start date, the Report provides a complete list of the student's use of the program
Important:
Watch for this
yellow circle.
It alerts you
that the
student has
repeated this
activity unit.
5.1
in the specified levels. If you do provide a start date, the Report provides a list of the student's use of the
program since that date.
Each section of the report provides
information on one activity. The first
column provides dates of use. The second column lists the time on-task. The
third column lists the unit. The final column provides the % correct. As indicated in the key: 90% correct
or better is indicated by a solid black square; 75% to 89% correct is indicated by a square that is three-quarters filled black; 50% to 74% correct is indicated by a red square half filled; less than 50% correct is represented by a red square, one-quarter filled.
INTERPRETING USE REPORTS
The Use Report provides a quick overview of all levels and activities, including: the total time spent in
each activity, the initial and current level of each activity, the number of repeats, the total number of uses,
and the most
recent date(s)
of use.
Important:
Watch for this
yellow circle.
It alerts you
that the
student has
repeated this
activity unit.
INTERPRETING CLASS REPORTS
Students must be enrolled in classes to run this report. For directions to enroll students, see page 3.3.
Class Reports provide a brief overview of class progress, indicating who is using the program, how frequently, and how quickly students are progressing. Under the "USES" column, it is immediately apparent who is
using the program a lot, a little, or not at all. By comparing the "UNIT" column with the "USES" column,
teachers can see who is progressing unusually quickly or slowly. Class Reports summarize the most recent
use of the program by all students in the class. The report is divided into sections, one section per activity.
The first column lists the students in the class, the second column provides the most recent unit, the third
column lists the number of times each student has used the activity, and the last column provides the accuracy scores. As indicated in the key: 90% correct or better is indicated by a solid black square; 75% to 89%
5.2
correct is indicated by a square that is three-quarters filled black; 50% to 74% correct is indicated by a red
square half filled; less than 50% correct is represented by a red square, one-quarter filled.
Important:
Watch for this
yellow circle.
It alerts you
that the
student has
repeated this
activity unit.
INTERPRETING DETAILED TASK PROGRESS REPORTS
The Detailed Task Progress Report shows the progress made in each activity, and the number of tasks a student had to complete in order to reach each level. Flat horizontal lines indicate where a student got stuck.
In the example at right, the
student initially had difficulty
with "Silent-e Score" and
"Silent-e Switch," indicated by
the flat blue and green lines.
The lines show that six uses
resulted in no progress. After
the seventh use, the student
excelled in both of these activities. In "Sound Change," the
student needed two uses to succeed in unit two, and then progressed steadily.
5.3
I-BUTTON USE REPORT
When a student is logged in, you can go to any Select an Activity screen and click on the blue i-button
to generate a Use Report for that level’s activities. The difference between the i-Button Use Report and the
Use Report described on page 5.2, is that the former includes all activities that have been used in all levels,
whereas the i-Button Report includes activities from only one level. Additionally, the Use Report must be
generated from within the ADMIN section of the program; the i-Button Report can be generated from the
Select an Activity screen.
INTERPRETING BAR GRAPHS
Students see their own bar graphs in their current level whenever they choose an activity. The bar graphs
illustrate the number of units completed in each activity. Most students are eager to see the bars “fill up” as
they complete the units. Therefore, it’s helpful to explain to them what is required for the bars to fill up.
Each bar on the graph represents one activity, and is divided into the number of units included within that
activity. When a student completes a unit successfully, one rectangle on the bar fills up. If the student has
difficulty and makes errors, or quits in the middle of an activity, the rectangle does not fill up, and the student must do that unit again. If the student attempts an activity unit three times without success, a row of
five small yellow circles displays over the activity’s bar graph. If the student successfully completes an activity, all of the bars fill in, and blue stars appear above it (as see below, in Group It.)
In the Bar Graph illustrated below, the student has completed Group It, is half done with Word Stairs,
hasn’t started Sight Word Search IV, and has completed 4 units in Pirate Ship. The student has completed
five units in Word Hunt, but appears to be having trouble with unit six, as indicated by the row of yellow
circles above the bar graph. These circles alert the teacher that the student may need additional instruction.
Important:
Watch for this
teacher alert.
It indicates
that the
student is
having
difficulty in
the current
activity unit.
5.4
If the teacher turns off Automatic Branching for an activity, its bar graph is deactivated and it will appear
grayed out. This is because the student is not able to progress from one unit to the next without automatic
branching. To turn the automatic branching feature back on (or off), see page 17 of the Administrator’s
Guide.
CURRENT UNIT SNAPSHOTS
When a student is logged into one of the
Select an Activity screens, you can view a
snapshot of information regarding an activity by hovering over its activity bar graph.
The snapshot includes the activity name,
the skill it reinforces, and the next unit the
student will work on.
This feature can be very helpful when a
teacher notices a row of yellow dots over an
activity, indicating that the student is having trouble. By hovering over the bar, the
teacher quickly sees what skill the student is
working on, thereby getting an indication of
the type of instruction students may need.
(More detailed information about each unit
is available in Chapter 4 of this guide, and
in the administrative section of the program.)
i-Button Snapshot
This snapshot provides a quick summary of students’
progress, and indicates where there is difficulty. When students are working in the activities, click the blue i-button
in the corner of the screen to view a snapshot of information about the activity. The snapshot includes the student’s
name (as s/he logged into the program), the name and unit
of the activity s/he is currently using, and if they are having
difficulty (indicated by the number of repeats).
5.5
5.6
Chapter 6
TROUBLESHOOTING
RECOVERING BACKUP DATA
If you have created backups of your student and class data (as recommended in the Administrator’s Guide),
you can use it to replace lost or corrupted data. The more recently you have created a backup file, the more
data you will be able to recover.
Backup data is stored in a folder that begins with
"RBU". It is followed by the date and time (in military format) when you last backed up your database,
e.g., RBUAugust_13_2004_15_53. It is stored
wherever you chose to save it, or in the default
location, Program Files\Lexia Learning
Systems\LLSCommon.
1. Locate your backup folder and move it to the
LLSCommon folder where your application is
running.
2. Change the folder name to "Records".
3. Close and re-open the program. It will automatically default to the new Records folder, and
will run with the backup record data.
INSUFFICIENT PRIVILEGES ERROR
Some functions are restricted to the keyadmin or sysadmin. To determine which level of access you need,
see the Administrative Functions List on page 3.5. Then follow the directions below to log in as keyadmin
or sysadmin. You will need the appropriate password unless keyadmin has not been assigned one.
1. Click the Login tab.
2. Type sysadmin or keyadmin in the User Name field.
3. Type the password in the Password field. (If a password has not been assigned, leave the Password field
blank.)
4. Click OK.
TROUBLESHOOTING
6.1
TROUBLESHOOTING THE SOUND
If you have a separate speaker attached to your computer, verify that the speaker is turned on, and is
properly plugged into the sound output jack and power source.
Windows Sound Cards
Some Windows sound cards are equipped with sound cards or sound chip sets that require tuning to support
Lexia Primary Reading. In this chapter, we offer some things that you can try if you do not hear the program.
If you still cannot hear the program after following these steps, please call our technical support team at
800-507-2772 for assistance.
A few sound cards and chip sets are so far away from the Creative Labs' SoundBlaster® standard that they
will not work at all. We can recommend alternative soundboards that will work. Or, if you are within 60
days of purchasing Primary Reading, you can return the product for a refund.
Adjusting the Sound from the Volume Control Window (Windows)
1. Exit from Primary Reading.
2. Double-click the speaker symbol in the lower-right corner of your screen:
3. On the left side of the Volume Control Window (pictured here), you should see the Volume Control
slider. Slide it up with your mouse.
4. Verify that the Mute all
box is empty. If it isn't
empty, click on it.
5. Run Primary Reading
again. If you still can't
hear the sound, proceed
to step 6.
6. Repeat steps 1 and 2 to
return to the Volume
Control window. Look for
the CD Audio or the PC
Speaker sliders. Verify
that they are set at least
halfway up. If these
sliders are not visible, continue to step 7.
7. Choose Options and then Properties from the Volume Control menu bar. Click on CD Audio and/or
PC Speakers if they are missing from your Volume Control window. One or both of them should display, as illustrated above. Check the sliders and verify that they are set at least halfway up.
8. Run Primary Reading again. If you still can't hear the sound, please call our technical support team at
800-507-2772 for assistance.
6.2
TROUBLESHOOTING
Adjusting the Sound from the Sound Control Panel (Macintosh)
Macintosh computers rarely require tuning because their support for sound is fully integrated into the operating system. If you cannot hear the sound, follow the steps below.
1. Click the Apple menu icon.
2. Click Control Panels.
3. Double-click on Sound Control.
4. Slide the Volume slider up with your mouse.
5. Close the control panel.
6. If you still cannot hear the sound, please call our technical support team at 800-507-2772 for assistance.
TROUBLESHOOTING THE GRAPHIC DISPLAY
Lexia uses 3-D software that utilizes hardware acceleration in 16-bit or greater display modes. It performs
best with a monitor display setting of millions of colors. To reset your color display, follow the directions
below.
Windows
1. Right-click on the desktop.
2. Click Properties.
3. Click the Settings tab under the Display Properties menu.
4. Pull down the Colors menu, and select True Color (32-bit).
5. Close the Display Properties menu.
Macintosh
3. Click Monitors.
4. In the Colors selection box, select Millions in the drop-down menu.
TROUBLESHOOTING PERFORMANCE ISSUES
If your program is running very slowly, you may have too many applications running on your computer. To
get maximum performance, exit all open applications. (The applications that use the most memory are
those that communicate through a network or Internet connection, including email programs, chat applications, and Web browsers.)
If you still have performance issues after exiting all applications, follow the directions on the next page for
updating or designating a graphics driver.
TROUBLESHOOTING
6.3
Updating Drivers
Primary Reading uses 3-D software from Macromedia. If you are working on a Windows machine or an older
(2 years+) Macintosh machine, and your display has visual glitches or anomalies, your 3-D card may not be
supported by this technology, or you may have to update your system software drivers. To upload the latest
drivers, go to the Macromedia support page at:
http://www.macromedia.com/support/director/ts/documents/render_test/sys_readme.html#CHIPSET
SUPPORT-DRIVERS
NOTE: Some cards do not support all of the modern 3-D features used by Shockwave 3-D. Cards that cannot handle the rendering of some 3-D elements in the hardware force the CPU to draw the images instead
("software rendering"). This greatly affects authoring and playback performance of Shockwave 3-D content.
Poor 3-D graphics support and a slow CPU will limit the Shockwave 3-D experience. Please see the
Minimum System Requirements on page 2.1.
Designating a Different Graphics Driver
If you are still having performance issues after updating drivers and changing monitor display settings,
designate a different graphics driver.
1. Click the ADMIN button from the Select a Class and a Student Name screen. If you are prompted for
a password, log in as sysadmin.
2. Click the Admin Options tab.
3. Click Designate Graphics Driver in the Admin Options menu.
4. Pull down the Select a Graphics Driver menu to find the setting that will operate best for your
machine.
Generally, the DirectX_7.0 operates best with newer Windows computers, and the DirectX_5.2
option works better with older Windows computers. The OpenGL driver option operates best with
Mac computers. Because each computer has different components installed, the above recommendations will not always be correct. You may need to experiment with these driver settings to determine
which one works best for your computer.
5. Click Save.
6. Click Return to Program to return to the Select a Student Name screen, or click Quit to exit.
If none of these drivers improve your graphics, do steps 1-3, as above, and click None from the Designate
Graphics Driver pull-down menu. This will return your settings to the original default settings.
If you still have performance issues, please call our technical support team at 800-507-2772 for assistance.
6.4
TROUBLESHOOTING
TROUBLESHOOTING MAC 9.X
If you are running a Mac System 9.x, and the application is timing-out, lowering the CPU hogging levels
should help. To lower the CPU hogging levels:
1. Click ADMIN in the Select a Student Name screen. If you are prompted for a password, log in as sysadmin.
2. Click the Admin Options tab.
3. Click Set Presentation Options on the Admin Options menu.
4. Click in the Mac Classic CPU Hogging box. Set this to a lower CPU hogging value to give the system
more time to run the application before generating an error message.
5. Click Save.
6. Click Return to Program to return to the Select a Student Name screen, or click Quit to exit.
TROUBLESHOOTING LOGINS
Login names are case-sensitive, meaning that if you use any capital letters for a class name, you must enter
it the same way, or the class name will not be recognized (e.g., “Jones” would not be recognized if entered as
“jones”). For sysadmin and keyadmin login names, all the letters must be in lower case.
If you forget a password, please call our technical support team at 800-507-2772 for assistance.
TROUBLESHOOTING PASSWORDS
• I'm getting prompted to log in to the Administrative section, and I don't even have a password.
If a sysadmin or a keyadmin password has been assigned, all users will be prompted to log in. Log in as the
keyadmin, sysadmin, or use your class name. If no password has been assigned, leave that field blank, and
click OK.
• I can’t log in.
Login names are case-sensitive. If you use any capital letters for a class name, you must enter it the same
way, or the class name will not be recognized (e.g., "Jones" would not be valid if it were previously entered
as "jones"). For sysadmin and keyadmin login names, all of the letters must be typed in lower case.
• When I try to perform certain functions, I get an error that says "Insufficient Privileges."
Some functions are restricted to the keyadmin or sysadmin. See directions under "Insufficient Privileges
Error" on page 6.1.
• I forgot my password.
If you forget a password, please call our technical support team at 800-507-2772 for assistance.
TROUBLESHOOTING
6.5
SCREEN SAVER INTERFERENCE
If your screen saver is interrupting users while they perform activities, turn it off while running the program.
Windows:
Macintosh:
1. Click the Start button.
2. Click Settings and then click Control Panel.
3. Double-click the Display icon.
3. Double-click on Screen Saver.
4. Click the Screen Saver tab under the Display
Properties menu.
4. In the pop-up box, click to turn the screen
saver OFF in the upper-right corner.
5. Under the Screen Saver drop-down menu, select
(none).
6. Click Apply and then click OK. Close the Control
Panel Window.
NETWORK PERFORMANCE ISSUES
If you are unable to run the program on a network, verify that you have added the serial number as instructed on page 2.6.
LEXIA SERVICE AND SUPPORT
If you have questions after reading this manual, contact Lexia Learning Systems Technical Support at:
PHONE:
IN USA:
IN UK:
E-MAIL:
FAX:
FAQ's On-Line:
On-Line Info:
321-309-2772
800-507-2772
0800 310 1935
[email protected]
321-309-2795
lexialearning.com/faq.htm
www.lexialearning.com
Please write down and report any on-screen messages that appear in association with the problem.
6.6
TROUBLESHOOTING
ACKNOWLEDGMENTS
Lexia Primary Reading was designed and produced by Lexia Learning Systems, Inc.
We gratefully acknowledge the support of the following people:
Lysa Benton, Benton Creative, Graphic Designer
Alice Garside, M.Ed., Education Advisor, Board Member Emerita
Debby Gillespie, Software Designer
Pamela Hook, Ph.D., Content Developer
Nancy Johnson, Software Designer
Susan Kano, Editor
Marian Li, Software Testing
Danica Mace, Graphic Designer
Sharon Marsh, Ed.D., Content Developer
Lyza Morss, Technical Writer
Steve Olenick, AudioLink
Cecile Pham, Database Architect
Chris Phillips, Software Designer
Beth Pilgrim, Software Testing
Ted Polomis, Software Graphic Designer
Paul Schwarz, Software Designer
Jeff Verre, Software Designer
Isabel Wesley, Ed.D., Content Developer
Mary-Ellen Whitaker, Voice
We would also like to thank some of the schools, adult literacy centers and clinics that generously worked
with us to test and develop our software:
Read to Succeed, Hartford CT, an adult literacy center
The Learning Connection, Pittsfield, MA, an adult literacy center
The McKinley School, Boston, MA, a public school for special needs children
MGH Institute of Health Professions Language Lab, Boston, MA
The Carroll School, Lincoln, MA, an independent school for children with language disabilities
The Lee School, Dorchester, MA, a public school
ACKNOWLEDGMENTS
6.7

Lexia Primary Reading™ Teacher`s Guide

Transcription

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