activities

• Stabilize the letters and sound association for the twenty-six (26) letters of the alphabet as well as five (5) consonant digraphs.
• Read and spell phonetic words with up to three (3) sounds CVC and five (5) letters. For example: at, on – mitch, quick etc.
• Read and spell up t0 100 Sight Words
• Improve processing speed through fluency practice.
• Comprehension Development

For optimal results, follow the steps outlined below:

1. Begin by scanning through the 26-letter alphabet in sets 1-3, to identify unknown letter sounds, utilizing the UK pronunciation in this program.
2. Focus on stabilizing unknown letter sounds individually using flashcards. Ensure to practice all three (3) aspects of the letter: Its name, symbol, and sound.
3. Practice blending 2-sound words, these are a combination of Consonant-Vowel (CV) real and nonsense words, as well as Vowel-Consonant (VC) real and nonsense words. This activity should be done visually & auditorily.
4. Enhance student’s processing speed and reading fluency by generating a word list within the targeted level (VC/CV or CVC). Practice until the processing speed increases, allowing the student to smoothly transition from one nonsense word to another.
5. Once the student can read CVC words at an appropriate speed, introduce the consonant digraphs found in set 4.
6. Practice using both the flashcard word generators and the word list generator for the corresponding that are associated with set 4.
7. Introduce Sight Words from SW Sets 1-5, each consisting of ten (10) words. Focus on practicing one set at a time until the student can instantly recognize each word as they are generated.
8. Similarly, introduce Sight Words from Sets 6-10 and practice one set at a time until the student can instantly recognize each word as they are generated.

• Sounds and Symbols Sets 1-4
• Tracking Sounds. Combining Sets 1-4 (CV, VC, CVC)
• Sight Words

• Coming Soon

Coming Soon