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Integrating Lexia Lessons® and Lexia Skill Builders® into the Literacy Curriculum Lexia Lessons and Lexia Skill Builders are key off-line components of the Lexia Reading Core5™ integrated system of personalized learning. Both Lexia Lessons and Skill Builders are designed to fit flexibly into classroom curriculum to help teachers best address the needs of students of all ability levels.
Lexia Lessons and Lexia Skill Builders Support the Common Core State Standards As extensions of the online activities, Lexia Lessons and Lexia Skill Builders support the Common Core State Standards by providing opportunities to work on skills that cannot be addressed through online activities alone. Standards that involve expressive language are particularly well-suited to the format of these off-line activities. Through the Lexia Lessons and the Lexia Skill Builders, students are encouraged to integrate spoken and written language skills as they build their listening, reading, speaking and writing abilities. They allow opportunities for: • F ormulating and expressing ideas and questions in oral and written language
• A more individualized presentation of skills through scaffolding and discussion
• Oral reading to build fluency
• Use of manipulative materials to support learning
Key components of Lexia Lessons:
Key components of Lexia Skill Builders:
Lexia Lessons are teacher-delivered lesson plans designed to utilize the gradual release of responsibility model to provide direct instruction, guided practice and independent application of specific skills. Lexia Lessons are automatically recommended for individuals and small groups of students based on performance in the online activities and are available to educators in the program’s online administrative resource, myLexia.com.
Lexia Skill Builders are off-line paper and pencil extension activities designed for student use at the completion of each online activity. Lexia Skill Builders help reinforce skills learned in each online activity, allowing students to continue to build independence, automaticity and generalization of skills off-line.
They are designed to: • Provide guided instructional strategies that can be used by both teachers and paraprofessionals • C orrelate to the online activities and Standards to provide more direct targeted instruction
Blending Syllables PHONOLOGICAL AWARENESS: Level 2
Description This lesson is designed to give students practice blending syllables to create words. This activity helps build understanding of the fundamental concept that words are made of smaller speech units called syllables. A syllable includes one vowel sound and can be thought of as corresponding to a single “beat” within a spoken word.
Teacher Tips The following steps show a lesson in which students blend two-syllable words. You can adapt this lesson based on individual student needs by substituting other two-syllable words or using words with three syllables.
Direct Instruction Today we are going to learn about syllables in words. Listen to this word: cupcake. Clap your hands as you say each syllable. This word has two parts or beats that we call syllables. When we say words out loud, we can hear the syllables and clap out the beats as we say the word. Listen: cupcake. Clap your hands as you say each syllable. I’m going to name something that I can see in the classroom. But I’m not going to say the word all at once. Instead, I’m going to say the word part by part, or syllable by syllable. Listen: book…case. Clap your hands as you say each syllable. Listen again: book…case. Let’s say the whole word together: bookcase. Listen to another word as I say it in parts or syllables. Pen…cil. Clap your hands as you say each syllable. Now I’ll say it faster: pen/cil. Pencil! I know that word! Hold up a pencil. Here’s a pencil to write with.
Guided Practice Now, let’s say some words in parts and try to blend the syllables back together to make a word we know. Suggested words: pa/per, clos/et, num/ber, car/pet, jack/et, win/dow, stand/ing. Listen to these syllables: pa…per. They make a word we know. Say the syllables with me: pa…per. For each word, first say it aloud syllable by syllable, with a one-second pause between the syllables. Have students clap and say the syllables with you.
• B e used flexibly as either whole class initial instruction, or scaffolded re-teaching for struggling students
• I nclude adaptations for students who struggle and for students who are ready to move on
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They are designed to: • F it flexibly into various learning environments both in and out of the classroom (e.g., learning centers, independent work, collaborative learning, homework)
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• Be completed independently by students, or in collaboration with peers, teachers, specialists or parents
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LEVEL 2 | Comprehension Picturing Stories 1
Each sentence begins with a capital letter and ends with a period. Put your finger on the capital letter at the beginning and follow along as you listen. After listening, use the pictures to retell the story.
Carlos the Cat Carlos the cat baked a cake.
Carlos put the cake in a big box.
Carlos the cat gave the cake to his friend.
1. What happened in the story? Retell this story and use the pictures to help you remember the important details. 2. What was your favorite part? Color the picture that shows what you liked the best. Listen and look for the spaces between words as your teacher reads this story to you again. Jump or clap for each word you hear.
• P rovide opportunities for additional extension and application through optional follow-up activities • M otivate students as they master and apply newly acquired skills in their in-class work
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Picturing Details COMPREHENSION: Levels 2, 3
Description This lesson is designed to help students listen for details and form mental pictures of story events. Students are prompted to ask questions to improve understanding and clarify information.
Teacher Tips You can use the structure of this lesson with other three-event narratives. If this lesson involves more than one student, present the following rules for discussion: (1) Listen to each other, (2) take turns when talking, and (3) speak clearly.
Preparation/Materials • A copy of the 4 pictures at the end of the lesson.
CCSS: SL.K.1ab, SL.K.2, SL.K.3, SL.K.4, SL.K.6, RL.K.1, RL.K.2, RL.K.7, RL.K.10, L.K.1bdf, L.K.6
Warm-Up Let’s see what kinds of pictures we can make inside our head. Close your eyes. Now, picture a playground. What do you see? Elicit a variety of detailed responses (e.g., children on swings, two kids taking turns shooting baskets, or a big, yellow, covered slide). You just made pictures inside your head! When we listen to a story, we do the same thing. We picture what is happening to understand the story, even when we’re not looking at pictures in a book.
Direct Instruction Display the picture of the bear on a swing. Let’s look at this picture. Listen as I describe what I see. The main thing I see is a bear at a playground. I can ask myself some questions to find the important details in the picture, like: How many? How big? What is happening? How many bears do I see? (one) How big is the bear? (she is little) What is the bear doing? (swinging) So, some important details in this picture are the number of bears, the size of the bear, and what she is doing.
Guided Practice Display the picture of the two bears. Repeat the questions from Direct Instruction with this picture, eliciting responses to each question from the students. Then, display both bear pictures. Listen to this sentence and pay attention to the details. Which picture shows what you hear in the sentence? “Bessie Bear is playing on the swingset.” (students point to picture) “Bessie and Boris Bear are playing on the see-saw.” (students point to picture) Do you have any questions about the main thing you see or the details in this picture? Remember that asking questions can help us understand better.
Picturing Details COMPREHENSION: Levels 2, 3
Independent Application Display the two clown pictures.
Remember, when we look at a picture, we look for the main thing. Be sure to ask yourself or others questions to help you understand better. What is the main thing in both of these pictures? (clowns) What are three important details you can ask yourself to find in the picture? (size, number, action)
If students have trouble answering, use the steps from Direct Instruction to elicit responses. Now, listen to these sentences and pick the picture that shows what you hear. “The three tall clowns are juggling balls.” (students point to picture) “The two short clowns are making balloon animals.” (students point to picture)
Wrap-Up CCSS: SL.K.1ab, SL.K.2, SL.K.3, SL.K.4, SL.K.6, RL.K.1, RL.K.2, RL.K.7, RL.K.10, L.K.1bdf, L.K.6
Check students’ understanding. What are some questions you can ask yourself to make a detailed picture in your head? (how many, how big, what are they doing).
Use students’ responses to guide your choice of activities in the Adaptations section below.
Adaptations For Students Who Need More Support
For Students Ready to Move On
Option 1: Focus on simple pictures with only two questions to describe size and number.
Option 1: Add additional types of questions to the discussion about colors, shapes, and settings.
Option 2: Use a wordless picture book to develop awareness of visual details. Look for pictures with clear numbers of objects, sizes, and actions. First describe something in a scene on one page. Ask a follow-up question for students to answer, first by visualizing and then by examining the page. For example:
Option 2: When reading aloud from a picture book, give students opportunities to describe what they picture in their head before you display an illustration. Then talk about details that match the pictures they formed and other details that the artist included.
The rain is falling hard on the city street. What do you think it looks like outside? (Sample responses: Everything is wet; there are puddles; people have umbrellas.) Let’s look at the picture closely. What can we see?
Students who complete this lesson should return to the online activities in Lexia Reading Core5. For further development of automaticity with these skills, provide students with Lexia Skill Builders.
CCSS: SL.K.1ab, SL.K.2, SL.K.3, SL.K.4, SL.K.6, RL.K.1, RL.K.2, RL.K.7, RL.K.10, L.K.1bdf, L.K.6
Picturing Details
COMPREHENSION: Levels 2, 3
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LEVEL 5 | Phonics Simple Word Chains
Look at each picture and the word that matches. Change one letter to make a new word. Use the letters in the box to help.
t a m d h o p
leg l
g og
do CCSS: FS.K.1b, FS.K.2e, FS.K.3d
ot Skill Builders
ot h ha
t
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LEVEL 6 | Vocabulary Categorizing Words 1
Circle the words that belong to the same category as the picture. Write the words on the line.
cab
van
hat
2
dog
wig
cat
3
jet
bed
rug
4
bag
sun
fog
5
leg
fun
lip
Skill Builders
CCSS: FS.1.3b, L.1.5a, L.1.5c
1
1. jeep, 2. hamster, 3. chair, 4. rain, 5. hand
What are some other words that belong to these categories?
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LEVEL 12 | Fluency Passage Fluency 1
Read the passages below with a partner. Your partner may be an adult or a classmate. Take turns being the reader and the listener. THE READER SHOULD
THE LISTENER SHOULD
➊ Read the words carefully and clearly
➊ Listen closely to the reader. Is the reading smooth, clear and easy to understand?
➋ Pay attention to punctuation and read with expression
➋ As you listen, think of a question about the passage to ask the reader when he or she has finished reading
1 Cat took a nap on the chair. Cat had a dream. In the dream, Cat saw a mouse. The mouse ran off when Cat came near. Again and again, Cat made a dash for the mouse. The mouse was too fast and always got away. Cat was glad to wake up. That was a bad dream! Mouse went to sleep. Mouse had a dream. In the dream, Mouse saw a cat. It had sharp teeth! Mouse hid on a shelf. The cat made a leap to the shelf. Mouse hid by a chair. When the cat came close, Mouse ran fast. Mouse felt glad to wake up. That dream was bad!
CCSS: FS.2.4a, FS.2.4b, FS.2.4c, RL.2.1, RL.2.10 10
2 Zane had a new red sled. He could not wait to ride his new red sled. But where was the snow? Weeks went by, but no snow fell. One day, Zane saw gray clouds in the sky. “It will rain,” he said. But then he saw big white flakes. Zane sang out, “Snow at last!” Zane took his new sled to the park. A big hill was there. The hill was white with snow. Zane went all the way to the top of the hill. He sat down on the sled. “Here I go!” he said. The ride down was smooth and fast.
Skill Builders
“This sled is the best!” said Zane.
Discuss each reading with your partner q Was the reading smooth and easy to understand? q Did the reader read with expression? q What questions do you have about the passage?
Practice these skills using a paragraph from a book of your choice.
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LEVEL 14 | Comprehension Passage Comprehension 3
Look at the title and read the fable below. As you read, think about the important details at the beginning, the middle and the end of the story.
The Donkey and the Salt: A Fable Long ago, a merchant bought big sacks of salt at the market. He loaded the sacks on his donkey’s back, and the two set off for home. They came to a stream and began to wade across it. The heavy burden caused the donkey to lose his balance. He slipped and fell into the water. When the donkey stood up again, his load was much lighter. Most of the salt had dissolved in the water. The merchant returned to the market and bought salt again. Once again, he loaded the sacks on the donkey’s back. When they came to the stream again, the donkey remembered how to lighten his burden. He purposely fell into the water, let the salt melt away, and then rose to his feet without the weight on his back. The merchant watched with a knowing look. Then he led the donkey back to the market. This time, the merchant did not buy salt. He bought a load of sponges. When the donkey came to the stream, he quickly lay down. The sponges filled with water. Back on his feet, the donkey was surprised to find that his load was much heavier than before. This fable teaches a lesson: “You can try a trick once too often.” Fill in the story map. Use this map to retell this fable to an adult or classmate.
Story Map CCSS: FS.3.4a, FS.3.4c, RL.3.3, RL.3.10
Beginning
Skill Builders
Middle
End
Lesson of the Fable
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LEVEL 17 | Structural Analysis Greek Combining Forms 1
Underline the Greek combining forms in each word. Think about the meaning of the word. Write a definition for the word on the line.
1 2 3 4 5 6 7
CCSS: FS.5.3a, FS.5.4a, L.5.2e, L.5.4b, L.5.6
8 9 10
Skill Builders
11 12 13 14
psychology
the study of the mind
telegram microscope archaeology bibliophobia dermatology telescope autograph technology geography phonology biography telephone astronaut This material is a component of Lexia Reading Core5™ www.lexialearning.com © 2013 Lexia Learning Systems, Inc.
