MKTC5SP-0816 The Lexia Reading Core5 ® program provides Instructional Materials to ensure that all students receive personalized and comprehensive instruction and practice in all skill areas. Lexia Lessons ® , Lexia Skill Builders ® , Lexia ® Connections and the Supplemental Comprehension Lessons are designed to be used in conjunction with the online learning activities in Lexia Reading Core5. These materials can be incorporated into classroom routines in a variety of ways, including whole class instruction, small group activities, and independent work. Lexia Instructional Materials provide opportunities for students to: • Respond to open-ended questions orally and in writing • Build fluency through oral reading • Reinforce skills using multi-sensory manipulative materials • Engage in collaborative discussions with peers www.lexialearning.com MKTC5SP-0816 LEXIA INSTRUCTIONAL MATERIALS Lexia Skill Builders Paper-based practice materials that reinforce and extend the online learning • Recommended upon completion of an activity to build automaticity • Extend online learning to many speaking and writing activities • Designed to be used independently, with a teacher, or with a peer partner • Can be used in classroom centers, for homework, or during after school programs Supplemental Comprehension Lessons Scripted materials for teacher-led instruction that specifically target reading comprehension • Designed to fit flexibly into existing literacy instruction • Provide instructional routines and activities to address key areas of comprehension • Target skills such as reading poetry, reading plays, and understanding text features • Include materials such as passages and graphic organizers Lexia Connections Strategies and routines to structure individual, small group, or whole class activities • Target essential components of reading skill instruction • Provide guidance and context to teachers while allowing for creativity and flexible delivery • Link reading activities to content-area instruction in science, math and social studies • Include reference tables, word lists, and graphic organizers Lexia Lessons Scripted materials for teacher-led instruction that target specific Core5 skills • Designed for individual, small group, or whole class targeted instruction • Automatically recommended for struggling students based on performance • Provide adaptations to further support or enhance student skill development • Include materials such as picture cards, wordlists, activity sheets and graphic organizers INSTRUCTIONAL MATERIALS Sampler Read the Greek combining form at the top of the page and think about the meaning. Then write the combining form next to the picture that best shows the meaning. On the next line, write a word that uses the combining form. You may need to use a dictionary. scope meter astro derma tele naut gram graph sphere audio anti biblio Name: 2 Level 17 | Structural Analysis Greek Combining Forms 1 Lexia Reading Core5 SKILL BUILDERS meter perimeter 1 3 5 7 9 11 2 4 6 8 10 12 Choose five of the words you wrote above to use in five descriptive sentences on the back. . Script page 1 GRADE 1 | Comprehension Reading Poems (Supplemental) Lexia Reading Core5 LEXIA LESSONS Direct Instruction Today we’ll be learning about poems, and what makes a poem different from other kinds of writing. Let’s start by listening to a poem called “Snowflakes.” As you listen, form pictures in your mind. Give an expressive oral reading of the nursery rhyme: The snowflakes are falling by ones and by twos; There’s snow on my jacket, and snow on my shoes; There’s snow on the bushes, and snow on the trees. It’s snowing on everything now, if you please. Ask students what they pictured when they heard the poem. Encourage them to give details about what is in the scene, and who might be speaking the words in the poem. This poem helps me picture white snowflakes falling more and more heavily, and piling up everywhere. In a poem, words may be repeated to show a big idea. Listen as I reread the poem. Every time you hear the word snow, raise your hand. Reread the poem so that students can identify the repeated word snow. Hearing the word snow again and again helps us picture all that snow falling and piling up! A poem often has rhythm. The rhythm in a poem makes it like a song that we can clap to. Listen as I read the poem again. Clap along to hear the rhythm. Reread the poem. Model clapping to the beat of its lines—four claps to a line—as students clap along. We’ve seen that a poem can help us form pictures in our mind. We know that a poem may have repeated words. A poem has rhythm. There’s something else that a poem may have. Listen as I read the first two lines of the poem, and pay special attention to the words that I say loudly. Read aloud just the first two lines, using a louder voice to say twosand shoes. Description Supplemental Lexia Lessons can be used for whole class, small group or individualized instruction to extend learning and enhance student skill development. This lesson is designed to help students recognize that sound, meaning, and feeling are combined in a poem. Students also learn the terms rhythm and rhyme and use them to talk about poetry. Teacher Tips You can adapt this lesson for older students by showing them the poems in this lesson and reading together. Preparation/Materials • Drawing paper and crayons Vocabulary Skill Sequence • Basic Categories • Spatial Concept Words • Describing Words • Combining Adjectives • Categorizing Words • Multiple Meaning Words • Synonyms & Antonyms • Similes & Metaphors • IDIOMS • Simple Analogies • Affix & Root Meaning (Structural Analysis) • Shades of Meaning • Complex Analogies • Greek Combining Forms (Structural Analysis) Curriculum Connection Display illustrations from familiar stories. Ask students to use an idiom to describe a specific scene. For example, a character who is in trouble may be described as in hot water. Then, discuss how the illustration adds to students’ understanding of the text. page 1 Idioms An idiom (e.g., to be on top of the world) is a group of words that do not mean what they seem to say. By studying idioms, students develop their awareness of figurative expressions and expand their descriptive language skills. Classroom Ideas As necessary, teach or review the definition of an idiom. Explain to students that they should use sentence clues to figure out the meaning of an idiom. For example, in the sentence Cal won first prize, so he was on top of the world, students should recognize that someone cannot literally be on top of the world. Have them underline the idiom and, with support, look at the rest of the sentence and deduce the meaning (e.g., Since Cal won first prize, he is probably really happy). Write an idiom on one index card and its meaning on another card. Create a deck of up to 15 pairs. Shuffle the cards and have students work together to match the idioms to their meanings. Have students act out learned idioms in a charades-style manner or in brief skits. Fellow students should guess the idiom being portrayed. Distribute one idiom to each student or pair of students. Have some students illustrate the actual meaning of the idiom, while others should illustrate the literal meaning of the idiom. Once the drawings are finished, ask students to find their idiom partners without talking (by sharing illustrations only). Use idioms as writing prompts or discussion points (e.g., Have you ever thrown in the towel? Do you remember a time when you felt like a fish out of water?). Citing specific examples, students can discuss these topics with peers or form a written response to these questions. LEXIA ® CONNECTIONS Script page 1 LEVEL 10 | Structural Analysis Suffixes, Lesson 1 Lexia Reading Core5 LEXIA LESSONS Direct Instruction Today, we are going to learn about suffixes. Suffixes are word parts that can be added to the end of a base word to change the meaning slightly. Display the word cup. This word is cup. I can use the word in the sentence “There is a cup” and I know it means there is only one cup. But, I can add the suffix–sto the end of the word cup, and that will mean there is more than one cup. Add an sto the end of the word to make cups. So now I can use this word in the sentence “There are two cups.” The–sat the end changes the meaning of the word cup. It makes it plural, which means more than one. Find an object in the room that can be made plural by adding –s(e.g., desk, pencil, or book). Name the object using the base word, then model adding the suffix –sas above. Display the plural word for the object and use the following procedure to model how to identify the suffix. First, I look to see if there is a suffix–sat the end of the word. I circle it. Next, I underline the base word. Finally, I write the suffix–snext to the word. Repeat this procedure using the suffix –es. Possible objects include: watch, hall pass, bench. Then, write the suffix –sabove the words that end in –s. Write the suffix –esabove the words that end in –es. The suffixes–sand –escan be added to base words to change their meaning slightly. Both–s and –esmake a base word plural, meaning more than one. We use the suffix–sto make most words plural. We use the suffix–eswhen a base word ends with the letters ch, sh, tch, ss, x, or z. Description This lesson is designed to help students recognize common suffixes and understand that suffixes can change the meaning or form of a base word. The ability to identify suffixes serves as a foundation for understanding the most common spelling rules and thinking about the structure of words (prefix, root/base word, suffix). Teacher Tips This lesson teaches suffixes using suffixes –sand –es. Use the same sequence to give students practice with other suffixes (listed in the Adaptations section). Preparation/Materials •A piece of lined paper for each student to use in Independent Application