Reading Horizons
   

Reading Horizons Curriculum Correlation

Reading Standards for Literature
Common Core Standards

Table of Contents

Discover Intensive Phonics Reading Horizons

Discover Intensive Phonics

Grade Level: Kindergarten

Common Core Standard 2011 Discover Intensive Phonics v4
1. Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Item 1: Print many upper- and lowercase letters

Addresses Item 1: Students will print the upper- and lowercase letters

Letter Lesson 1 (A/a) - Computer software lesson 2; Kindergarten Sound Essentials, p. 1.

Letter Lesson 2 (B/b) - Computer software lesson 3; Kindergarten Sound Essentials, p. 2

Letter Lesson 4 (F/f) - Computer software lesson 5; Kindergarten Sound Essentials, p. 3

Letter Lesson 5 (D/d) - Computer software lesson 6; Kindergarten Sound Essentials, p. 4

Letter Lesson 6 (G/g) - Computer software lesson 7; Kindergarten Sound Essentials, pp. 5-6

Letter Lesson 9 (H/h, J/j, L/l, M/m) – Computer software lessons 9-12; Kindergarten Sound Essentials, pp. 9-12 Letter

Lesson 10 (E/e) – Computer software lesson 13; Kindergarten Sound Essentials, pp. 14- 16

Letter Lesson 12 (N/n, P/p, R/r, S/s) - Computer software lesson 15-18; Kindergarten Sound Essentials, pp. 18-21, 23

Letter Lesson 13 (O/o) – Computer software lesson 19; Kindergarten Sound Essentials, pp. 24- 26

Letter Lesson 16 (T/t, V/v, W/w, X/x, Y/y) – Computer software lesson 21-26; Kindergarten Sound Essentials, pp. 28-29, 31-33

Letter Lesson 17 (U/u) – Computer software lesson 25; Kindergarten Sound Essentials, pp. 35- 37

Letter Lesson 19 (Q/q, Z/z) – Computer software lesson 27; Kindergarten Sound Essentials, pp. 40- 41

Letter Lesson 20 (I/i) – Computer software lesson 28; Kindergarten Sound Essentials, pp. 43-44

Letter Lesson 21 (C/c, K/k) - Computer software lesson 29; Kindergarten Sound Essentials, pp. 45- 4

Item 2: Use frequently occurring nouns and verbs.

Addresses Item 2: Lesson 13 – Vowel O and Nouns, Adjectives, and Plurals: Students will learn that a noun is a person, place, or a thing.

Lesson 29 – Learn Action Verbs: Students will learn that a verb is a word that shows action (computer software lesson 36; Kindergarten Sound Essentials, p. 71).

Item 3: Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes)

Addresses Item 3: Lesson 13 – Vowel O and Nouns, Adjectives, and Plurals: Students will learn to form regular plural nouns orally by adding /s/ or /es/ (Kindergarten Sound Essentials, pp. 25-26).

Item 4: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

Addresses Item 4: This is not a complete lesson in the Discover Intensive Phonics program. Interrogatives are taught in the Most Common Words lessons.

Item 5: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Addresses Item 5: Most Common Words (MCWs): Read common high-frequency words by sight.

Lesson 11 – Most Common Words List 1: Computer software lesson 14; Kindergarten MCW Poster 1; Kindergarten Sound Essentials activity p. 77

Lesson 14 – Most Common Words List 2: Computer software lesson 20; Kindergarten MCW Poster 2; Kindergarten Sound Essentials, p. 27; Activity p. 78

Lesson 18 – Most Common Words List 3: Computer software lesson 26; Kindergarten MCW Poster 3; Activity p. 79

Lesson 22 – Most Common Words List 4: Computer software lesson 31; Kindergarten MCW Poster 4; Activity p. 8

Item 6: Produce and expand complete sentences in shared language activities

Addresses Item 6: Lesson 10 – Vowel E and Sentence Structure: Students will understand that a word has a beginning and an ending. Each word in a sentence must be separated by a space to show the beginning and ending of each word in the sentence. When there is more than one sentence, students will learn that each sentence begins with an uppercase (capital) letter and ends with a punctuation mark, and there will be spacing between each sentence to show each sentence has a beginning and an ending (computer software lesson 13; Kindergarten Sound Essentials, pp. 14- 16).

2. Conventions of Standard English
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
Item 1: Capitalize the first word in a sentence and the pronoun I.

Addresses Item 1: Lesson 10 – Vowel E and Sentence Structure: Students will understand that a word has a beginning and an ending. Each word in a sentence must be separated by a space to show the beginning and ending of each word in the sentence. When there is more than one sentence, students will learn that each sentence begins with an uppercase (capital) letter and ends with a punctuation mark, and there will be spacing between each sentence to show each sentence has a beginning and an ending (computer software lesson 13; Kindergarten Sound Essentials, pp. 14- 16).

Item 2: Capitalize the first word in a sentence and the pronoun I.

Addresses Item 2: Lesson 10 – Vowel E and Sentence Structure: Students will understand that a word has a beginning and an ending. Each word in a sentence must be separated by a space to show the beginning and ending of each word in the sentence. When there is more than one sentence, students will learn that each sentence begins with an uppercase (capital) letter and ends with a punctuation mark, and there will be spacing between each sentence to show each sentence has a beginning and an ending (computer software lesson 13; Kindergarten Sound Essentials, pp. 14- 16).

Item 3: Capitalize the first word in a sentence and the pronoun I.

Addresses Item 3: Identification of one-to-one letter/sound correspondence for alphabet letters (consonants and primary vowels – short vowel sounds)

Letter Lesson 1 (A/a) - Computer software lesson 2; Kindergarten Sound Essentials, p. 1

Letter Lesson 2 (B/b) - Computer software lesson 3; Kindergarten Sound Essentials, p. 2

Letter Lesson 4 (F/f) - Computer software lesson 5; Kindergarten Sound Essentials, p. 3

Letter Lesson 5 (D/d) - Computer software lesson 6; Kindergarten Sound Essentials, p. 4

Letter Lesson 6 (G/g) - Computer software lesson 7; Kindergarten Sound Essentials, pp. 5-6

Letter Lessons 9 (H/h, J/j, L/l, M/m) – Computer software lessons 9-12; Kindergarten Sound Essentials, pp. 9-12

Letter Lesson 10 (E/e) – Computer software lesson 13; Kindergarten Sound Essentials, pp. 14-16.

Letter Lesson 12 (N/n, P/p, R/r, S/s) - Computer software lessons 15-18; Kindergarten Sound Essentials, pp. 18-21, 23

Letter Lesson 13 (O/o) – Computer software lesson 19; Kindergarten Sound Essentials, pp. 24- 26

Letter Lesson 16 (T/t, V/v, W/w, X/x, Y/y) – Computer software lesson 21-26; Kindergarten Sound Essentials, pp. 28-29, 31-33

Letter Lesson 17 (U/u) – Computer software lesson 25; Kindergarten Sound Essentials, pp. 35- 37 Letter Lesson 19 (Q/q, Z/z) – Computer software lesson 27; Kindergarten Sound Essentials, pp. 40- 41

Letter Lesson 20 (I/i) – Computer software lesson 28; Kindergarten Sound Essentials, pp. 43-44

Letter Lesson 21 (C/c, K/k) - Computer software lesson 29; Kindergarten Sound Essentials, pp. 45- 46

Item 4: Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Addresses Item 4: Lesson 7 – Let’s Make Words: Lesson 8 - Nonsense Words: Students will learn that spoken words consist of written language in a specific sequence. Students will learn what constitutes a real or nonsense word and how the word is formed (computer software lesson 8; Kindergarten Sound Essentials, pp. 7-8).

3. Knowledge of Language:
Use knowledge of language and its conventions when writing, speaking, reading, or listening
(Begins in grade 2)
4. Vocabulary Acquisition and Use:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content
Item 1: Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

Addresses Item 1: In each of the lessons, teachers are encouraged to teach word vocabulary as new decoding phonics skills are introduced. Additionally, the software provides graphics and context sentences when new vocabulary is introduced.

Item 2: Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

Addresses Item 2:Students will spell and read words with printed inflectional endings (e.g., dress/dresses, hop/hopping, jump/jumped, late/later).

Lesson 34 - Adding Endings -S, -ES, -ING, -ER, -EST: Computer software lesson 41

Lesson 39 – Adding Endings to Words Ending in Silent E: Computer software lesson 46

Lesson 40 – Adding Endings to Words with Adjacent Vowels: Computer software lesson 47

Lesson 47 - Exceptions to Murmur Diphthongs: Adding suffixes to words that end in r-controlled vowels

5. Vocabulary Acquisition and Use:
With guidance and support from adults, explore word relationships and nuances in word meanings
Item 1: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Addresses Item 1: This is not a skill covered in Discover Intensive Phonics.

Item 2: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

Addresses Item 2: Lesson 80 – Teaching Synonyms, Antonyms, Homonyms, Homophones, Heteronyms, and Palindromes.

Item 3: Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Addresses Item 3: This is not a skill covered in Discover Intensive Phonics.

Item 4: Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Addresses Item 4: Lesson 80 – Teaching Synonyms, Antonyms, Homonyms, Homophones, Heteronyms, and Palindromes.

6. Vocabulary Acquisition and Use:
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

 

Grade Level: First

Common Core Standard 2011 Discover Intensive Phonics v4
1. Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Item 1: Print all upper- and lowercase letters

Addresses Item 1: Letter Lesson 1 (A/a) - Computer software lesson 2; Sound Essentials, p. 1

Letter Lesson 2 (B/b) - Computer software lesson 3; Sound Essentials, p. 2

Letter Lesson 4 (F/f) - Computer software lesson 5; Sound Essentials, p. 3 Letter Lesson 5 (D/d) - Computer software lesson 6; Sound Essentials, p. 4

Letter Lesson 6 (G/g) - Computer software lesson 7; Sound Essentials, p. 5

Letter Lesson 9 (H/h, J/j, L/l, M/m) – Computer software lessons 9-12; Sound Essentials , pp. 9-13

Letter Lesson 10 (E/e) – Computer software lesson 13; Sound Essentials, p. 14

Letter Lesson 12 (N/n, P/p, R/r, S/s) - Computer software lessons 15-18; Sound Essentials, pp. 21, 22, 24, 25 Letter Lesson 13 (O/o) – Computer software lesson 19; Sound Essentials, p. 27

Letter Lessons 16 (T/t, V/v, W/w, X/x, Y/y) – Computer software lessons 21-26; Sound Essentials, pp. 31, 32, 35-37

Letter Lesson 17 (U/u) – Computer software lesson 25; Sound Essentials, p. 40

Letter Lesson 19 (Q/q, Z/z) – Computer software lesson 27; Sound Essentials, pp. 45-46

Letter Lesson 20 (I/i) – Computer software lesson 28; Sound Essentials, p. 47

Letter Lesson 21 (C/c, K/k) - Computer software lesson 29; Sound Essentials, p. 5

Item 2: Use common, proper, and possessive nouns.

Addresses Item 2: Lesson 13 – Vowel O and Nouns, Adjectives, and Plurals: Students will learn to form regular plural nouns orally by adding /s/ or /es/ and how to form possessives (Sound Essentials, pp. 28-29).

Item 3: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

Addresses Item 3: Lesson 29 – Learn Action Verbs: Students will learn that a verb is a word that shows action (Computer software lesson 36; Sound Essentials , p. 69).

Item 4: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

Addresses Item 4: Not a skill covered in Discover Intensive Phonics

Item 5: Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

Addresses Item 5: Not a skill covered in Discover Intensive Phonics

Item 6: Use frequently occurring adjectives.

Addresses Item 6: Lesson 13 – Vowel O and Nouns, Adjectives, and Plurals: Students will learn an adjective is a word to describe the noun.

Item 7: Use frequently occurring conjunctions (e.g., and, but, or, so, because).

Addresses Item 7: Not a skill covered in Discover Intensive Phonics

Item 8: Use determiners (e.g., articles, demonstratives).

Addresses Item 8: Lesson 35 – Indefinite and Definite Articles: Students will learn indefinite articles (a and an) and definite articles (the). Computer software lesson 42; Sound Essentials, p. 79.

Item 9: Use frequently occurring prepositions (e.g., during, beyond, toward).

Addresses Item 9: Not a skill covered in Discover Intensive Phonics.

Item 10: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Addresses Item 10: Students are encouraged to produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response through dictation of skill words in each phonics lesson.

2. Conventions of Standard English
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
Item 1: Capitalize dates and names of people.

Addresses Item 1: Lesson 10 – Vowel E and Sentence Structure: Every sentence must begin with an uppercase (capital) letter and end with a punctuation mark. All names for proper nouns must be capitalized.

Item 2: Use end punctuation for sentences.

Addresses Item 2: Lesson 10 – Vowel E and Sentence Structure: Students learn about ending punctuation for sentences, including periods, question marks, and exclamation marks. Computer software lesson 13; Sound Essentials, p. 17; Sounds Essentials activity pp. 163, 165.

Item 3: Use commas in dates and to separate single words in a series.

Addresses Item 3: Lesson 12 – Exclamation and Question Marks, Commas, Nouns, Adjectives, Plurals, Quotations: Students will learn that a comma (,) sets words or phrases apart (Sounds Essentials activity p. 165).

Item 4: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Addresses Item 4: Students will use decoding skills for conventional spelling of words with common spelling patterns and for frequently occurring irregular words.

Five Phonetic Skills – Lesson 31 (short and long vowel diacritical markings) – Computer software lesson 38; Sound Essentials, p. 70

Lessons 32-33 (short vowels cvc, ccvc, cvcc) – Computer software lessons 39 and 40; Sound Essentials, pp. 71-72, 74-76

Lesson 36 (long vowel cv) – Computer software lesson 43; Sound Essentials, pp. 80-81

Lesson 37 (long vowel cvc) – Computer software lesson 44; Sound Essentials, pp. 83-86

Lesson 38 Another Sound for C and G – Computer software lesson 45; Sound Essentials, pp. 87-89

Lesson 40 (adjacent vowels cvvc) – Computer software lesson 47; Sound Essentials, pp. 92-97 e.

Item 5: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Addresses Item 5: Students will spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Phonemic Awareness Supplement: Phoneme Identification – Identification of initial, final, and medial phonemes in cvc words

Phonemic Awareness Supplement: Phoneme Placement and Manipulation – Placement and manipulation of initial, medial, and final phonemes in single-syllable words

Lessons 32-33 (short vowels cvc, ccvc, cvcc) – Computer software lessons 39 and 40; Sound Essentials, pp. 71-72, 74-76

Lesson 36 (long vowel cv) – Computer software lesson 43; Sound Essentials, pp. 80-81

Lesson 37 (long vowel cvc) – Computer software lesson 44; Sound Essentials, pp. 83-86

Lesson 38 Another Sound for C and G – Computer software lesson 45; Sound Essentials, pp. 87-89

Lesson 40 (adjacent vowels cvvc): Computer software lesson 47; Sound Essentials, pp. 92-97

3. Knowledge of Language:
Use knowledge of language and its conventions when writing, speaking, reading, or listening
(Begins in grade 2)
4. Vocabulary Acquisition and Use:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content
Item 1: Use sentence-level context as a clue to the meaning of a word or phrase.

Addresses Item 1: This skill will be addressed in the next release of Discover Intensive Phonics

Item 2: Use frequently occurring affixes as a clue to the meaning of a word.

Addresses Item 2: Students will spell and read words with common prefixes and suffixes.

Lesson 81 - Common Prefixes: Sound Essentials activity pp. 216-219

Lesson 82 - Common Suffixes: Sound Essentials activity pp. 220-223

Item 3: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

Addresses Item 3: Students will identify frequently occurring root words and their inflectional forms.

Lesson 34 - Adding Endings -S, -ES, -ING, -ER, -EST: Computer software lesson 41

Lesson 39 – Adding Endings to Words Ending in Silent E: Computer software lesson 46

Lesson 40 – Adding Endings to Words with Adjacent Vowels: Computer software lesson 47

Lesson 47 - Exceptions to Murmur Diphthongs: Adding suffixes to words ending in r-controlled vowels

5. Vocabulary Acquisition and Use:
With guidance and support from adults, explore word relationships and nuances in word meanings.
Item 1: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

Addresses Item 1: This is not a skill covered in Discover Intensive Phonics.

Item 2: Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

Addresses Item 2: Not a skill covered in Discover Intensive Phonics

Item 3: Identify real-life connections between words and their use (e.g., note places at home that are cozy).

Addresses Item 3: This is not a skill covered in Discover Intensive Phonics.

Item 4: Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

Addresses Item 4: Lesson 80 – Teaching Synonyms, Antonyms, Homonyms, Homophones, Heteronyms, and Palindromes.

6. Vocabulary Acquisition and Use:
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

 

Grade Level: Second

Common Core Standard 2011 Discover Intensive Phonics v4
1. Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Item 1: Use collective nouns (e.g., group).

Addresses Item 1: This skill will be addressed in the next release of Discover Intensive Phonics.

Item 2: Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Addresses Item 2: This skill will be addressed in the next release of Discover Intensive Phonics.

Item 3: Use reflexive pronouns (e.g., myself, ourselves).

Addresses Item 3: This skill will be addressed in the next release of Discover Intensive Phonics.

Item 4: Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

Addresses Item 4: This skill will be addressed in the next release of Discover Intensive Phonics.

Item 5: Use adjectives and adverbs, and choose between them depending on what is to be modified.

Addresses Item 5: Lesson 71 – IST/EST and –US/OUS: Students will learn the difference between adjectives and nouns.

Lesson 76 – The Last Jobs of Y: Students will learn that by adding –ly as a suffix to an adjective, the word becomes an adverb (e.g., clear/clearly, quick/quickly).

Item 6: Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

Addresses Item 6: This skill will be addressed in the next release of Discover Intensive Phonics.

2. Conventions of Standard English
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
Item 1: Capitalize holidays, product names, and geographic names.

Addresses Item 1: Lesson 10 – Vowel E and Sentence Structure: Students learn how to capitalize properly. All names for proper nouns must be capitalized.

Item 2: Use commas in greetings and closings of letters.

Addresses Item 2: Lesson 12 – Exclamation and Question Marks, Commas, Nouns, Adjectives, Plurals, Quotations: Students will learn to use commas in greetings and closings of letters.

Item 3: Use an apostrophe to form contractions and frequently occurring possessives.

Addresses Item 3: Students will learn an apostrophe is used in frequently occurring possessives and will learn how to form contractions.

Lessons 16 Letter Group 4, Possessives, Contractions: Sound Essentials activity p. 169 Students will learn an apostrophe is used in frequently occurring possessives and will learn how to form contractions.

Lessons 42, Contractions: Computer software lesson 49: Sound Essentials, pp. 101-102

Item 4: Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Addresses Item 4: Students will learn generalized spelling patterns for words containing the same vowel or consonant sound (e.g., cage → badge; boy → boil; such → crutch).

Lesson 38 Another Sound for C and G – Computer software lesson 45; Sound Essentials, pp. 87-89

Lesson 49 – Digraphs SH, CH, WH, Voiced and Voiceless TH: Computer software lesson 56; Sound Essentials, pp. 111-113; Activity p. 188

Special Vowel Sounds (Diphthongs): Identify and learn spelling/sound correspondences for additional vowel teams.

Lesson 54 (au/aw): Computer software lesson 61; Sound Essentials, pp. 122-124

Lesson 55 (ou/ow): Computer software lesson 62; Sound Essentials, pp. 127-129

Lesson 56 (oi/oy): Computer software lesson 63; Sound Essentials, p. 131

Item 5: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Addresses Item 5: Lesson 83 – Dictionary and Vocabulary Skills: Students will learn the use of the dictionary for aiding in pronunciation, spelling, and vocabulary development (Sound Essentials activity pp. 224-227).

3. Knowledge of Language:
Use knowledge of language and its conventions when writing, speaking, reading, or listening
Item 1: Compare formal and informal uses of English.

Addresses Item 1: This skill will be addressed in the next release of Discover Intensive Phonics.

4. Vocabulary Acquisition and Use:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
Item 1: Use sentence-level context as a clue to the meaning of a word or phrase.

Addresses Item 1: This is not taught as a specified grammar skill in Discover Intensive Phonics.

Item 2: Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Addresses Item 2: Lesson 81 – Common Prefixes: Students will learn the meaning of a new word when a prefix is added to a known word (e.g., happy/unhappy, work/rework). Sound Essentials activity pp. 216-219

Item 3: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Addresses Item 3: Students will use a root word as a clue to the meaning of an unknown word with the same root.

Lesson 71 – (-ist/-est, –us/-ous) Lesson 81 – Common Prefixes: Activity pp. 216-219

Lesson 82 – Common Suffixes: Activity pp. 220-223.

Item 4: Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Addresses Item 4: Lesson 60 – Compound Words: Students will learn the meanings of individual words to predict the meanings of those words as compound words (Sound Essentials, p. 143; Activity p. 197).

Item 5: Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Addresses Item 5: This is not taught as a specific skill in Discover Intensive Phonics.

5. Vocabulary Acquisition and Use:
With guidance and support from adults, explore word relationships and nuances in word meanings.
Item 1: Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

Addresses Item 1: This is not taught as a specific skill in Discover Intensive Phonics.

Item 2: Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Addresses Item 2: Lesson 80 – Teaching Synonyms, Antonyms, Homonyms, Homophones, Heteronyms, and Palindromes.

6. Vocabulary Acquisition and Use:
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

 

Grade Level: Third

Common Core Standard 2011 Discover Intensive Phonics v4
1. Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Item 1: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Addresses Item 1: Lesson 13 – Vowel O and Nouns, Adjectives, and Plurals: Students will learn the meaning of nouns and adjectives and their function in a sentence.

Lesson 29 – Learn Action Verbs: Students will learn that a verb is a word that shows action (computer software lesson 36; Sound Essentials, p. 69).

Lesson 76 – The Last Jobs of Y: Students will learn that by adding -ly as a suffix to an adjective, the word becomes an adverb (e.g., clear/clearly, quick/quickly).

Item 2: Form and use regular and irregular plural nouns.

Addresses Item 2: Lesson 13 – Vowel O and Nouns, Adjectives, and Plurals: Students will learn to form and use regular plural nouns.

Item 3: Use abstract nouns (e.g., childhood).

Addresses Item 3: This is not taught as a specified grammar skill in Discover Intensive Phonics.

Item 4: Form and use regular and irregular verbs.

Addresses Item 4: This is not taught as a specified grammar skill in Discover Intensive Phonics. Words related to regular and irregular verbs (e.g., see/saw, hide/hid, sleep/slept, etc.) are decoded in phonic skill-specific lessons and are used in word vocabulary.

Item 5: Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

Addresses Item 5: This is not taught as a specified grammar skill in Discover Intensive Phonics.

Item 6: Ensure subject-verb and pronoun-antecedent agreement.*

Addresses Item 6: This is not taught as a specified grammar skill in Discover Intensive Phonics.

Item 7: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

Addresses Item 7: Students will form and use comparative and superlative adjectives and adverbs.

 Lesson 71 – IST/EST and – US/OUS: Lesson 76 – The Last Jobs of Y: Students will learn that by adding -ly as a suffix to an adjective, the word becomes an adverb (e.g., clear/clearly, quick/quickly).

Item 8: Use coordinating and subordinating conjunctions.

Addresses Item 8: This is not taught as a specific grammar skill in Discover Intensive Phonics.

Item 9: Produce simple, compound, and complex sentences.

Addresses Item 9: Lesson 10 – Vowel E and Sentence Structure Simple sentence structure (subject and predicate)

2. Conventions of Standard English
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
Item 1: Capitalize appropriate words in titles.

Addresses Item 1: This is not taught as a specified grammar skill in Discover Intensive Phonics.

Item 2: Use commas in addresses.

Addresses Item 2: Lesson 12 – Exclamation and Question Marks, Commas, Nouns, Adjectives, Plurals, Quotations: Students will learn to use commas in addresses.

Item 3: Use commas and quotation marks in dialogue.

Addresses Item 3: Lesson 12 – Exclamation and Question Marks, Commas, Nouns, Adjectives, Plurals, Quotations: Students will learn to use commas and quotation marks in dialogue.

Item 4: Form and use possessives.

Addresses Item 4: Lessons 16 Letter Group 4, Possessives, Contractions: Students will learn an apostrophe is used in frequently occurring possessives (Sound Essentials activity p. 169).

Item 5: Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

Addresses Item 5: Students will use conventional spelling for high-frequency and other studied words and for adding suffixes to base words.

Lesson 39 – Adding Endings to Words Ending in Silent E: Computer software lesson 46; Sound Essentials, pp. 90-91; Activity p. 180

Lesson 40 – Adding Endings to Words with Adjacent Vowels: Computer software lesson 47; Sound Essentials, p. 95

Lesson 47 – Exceptions to Murmur Diphthongs: Adding suffixes to r-controlled words

Lesson 76 – The Last Jobs of Y: Students will learn to add suffixes and plurals to words ending in the spelling of y.

Lesson 82 – Common Suffixes: Students will spell and read words with common prefixes and suffixes (Activity pp. 220-223).

Item 6: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

Addresses Item 6: Students will use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules) in writing words.

Lesson 27 – Special Vowel Combinations –LL, –NG, –NK: Computer software lesson 35; Sound Essentials, pp. 63-65

Lesson 40 (adjacent vowels cvvc): Computer software lesson 47; Sound Essentials, pp. 92-97; Activity p. 181

Lesson 62 – Decoding Skill 1: Computer software lessons 68-69; Sound Essentials, pp. 144-146

Lesson 63 – Decoding Skill 2: Computer software lesson 70; Sound Essentials, p. 147

Lesson 64 – Two-Syllable Words with Silent E and Adjacent Vowels: Computer software lesson 71; Sound Essentials, p. 148

Lesson 34 – Adding Endings –S, –ES, –ING, –ER, –EST: Computer software lesson 41; Sound Essentials, p. 78

Lesson 39 – Adding Endings to Words Ending in Silent E: Computer software lesson 46; Sound Essentials, pp. 90-91; Activity p. 180

Lesson 40 – Adding Endings to Words with Adjacent Vowels: Computer software lesson 47; Sound Essentials, p. 95

Lesson 47 – Exceptions to Murmur Diphthongs: Adding suffixes to r-controlled words Lesson 77 –

Item 7: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Addresses Item 7: Lesson 83 – Dictionary and Vocabulary Skills: Students will learn the use of the dictionary for aiding in pronunciation, spelling, and vocabulary development (Sound Essentials activity pp 224-227).

3. Knowledge of Language:
Use knowledge of language and its conventions when writing, speaking, reading, or listening
Item 1: Choose words and phrases for effect.*

Addresses Item 1: This skill will be addressed in the next release of Discover Intensive Phonics.

Item 2: Recognize and observe differences between the conventions of spoken and written standard English.

Addresses Item 2: This skill will be addressed in the next release of Discover Intensive Phonics.

4. Vocabulary Acquisition and Use:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
Item 1: Use sentence-level context as a clue to the meaning of a word or phrase.

Addresses Item 1: This skill will be addressed in the next release of Discover Intensive Phonics.

Item 2: Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

Addresses Item 2: Identify and learn the meaning of the most common prefixes and derivational suffixes. Lesson 66 – (-tion, –sion, –ous): Computer software lesson 73; Sound Essentials, pp. 150-151; Activity pp. 198-199

Lesson 71 – (-ist/-est, –us/-ous): Students will determine when the suffix creates a noun or adjective when added to the base word.

Lesson 81 – Common Prefixes: Students will spell and read words with common prefixes and suffixes (Activity pp. 216-219).

Lesson 82 – Common Suffixes: Students will spell and read words with common prefixes and suffixes (Activity pp. 220-223).

Item 3: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Addresses Item 3: This skill will be addressed in the next release of Discover Intensive Phonics.

Item 4: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

Addresses Item 4: Lesson 83 – Dictionary and Vocabulary Skills: Students will learn the use of the dictionary for aiding in pronunciation, spelling, and vocabulary development (Sound Essentials Activity pp. 224-227).

5. Vocabulary Acquisition and Use:
Demonstrate understanding of word relationships and nuances in word meanings.
Item 1: Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps).

Addresses Item 1: This skill will be addressed in the next release of Discover Intensive Phonics.

Item 2: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

Addresses Item 2: This skill will be addressed in the next release of Discover Intensive Phonics.

Item 3: Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

Addresses Item 3: This skill will be addressed in the next release of Discover Intensive Phonics.

6. Vocabulary Acquisition and Use:
Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Reading Horizons v5

Grade Level: Third

Common Core Standard Reading Horizons v5
Key Ideas and Details
Item 1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Addresses Item 1: Reading Horizons v5 Reading Library - The Reading Horizons Reading Library contains 228 reading passages that provide opportunities to improve fluency through timed readings, and each passage is followed by a series of comprehension questions. The 228 reading passages are divided into 12 Reading Levels, taking into consideration both the grade level equivalency score and the percent of the high-frequency vocabulary used in each passage. The questions for each of the Reading Levels consist of:

Reading Level 1: five multiple choice comprehension questions, including one main idea question, three detail questions, and one inference question.

Reading Level 2: five multiple choice comprehension questions including one main idea question, three detail questions, and one inference question.

Reading Levels 3-5: five or six multiple choice comprehension questions, including one main idea question, three or four detail questions, and one inference question.

Reading Levels 6-8: seven multiple choice comprehension questions, including one main idea question, four detail questions, and two inference questions.

Reading Levels 9-12: ten multiple choice comprehension questions, including two main idea questions, six detail questions, and two inference questions.

Item 3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Addresses Item 3: Reading Horizons v5 Reading Library Teacher Edition - The Reading Library Teacher Edition contains a variety of graphic organizers to help students visually arrange and classify the information they read in the passages.

Graphic Organizer – To Show Sequence: Reading Library Teacher Edition p. 52.

Integration of Knowledge and Ideas
Item 9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

Addresses Item 9: Reading Horizons v5 Reading Library Teacher Edition - The Reading Library Teacher Edition contains a variety of graphic organizers to help students visually arrange and classify the information they read in the passages.

Graphic Organizer – To Compare and Contrast: Reading Library Teacher Edition p. 51.

 

Grade Level: Fourth

Common Core Standard Reading Horizons v5
Key Ideas and Details
Item 3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Addresses Item 3: Reading Horizons v5 Reading Library Teacher Edition - The Reading Library Teacher Edition contains a variety of graphic organizers to help students visually arrange and classify the information they read in the passages.

Graphic Organizer – To Show Detail: Reading Library Teacher Edition p. 50.

Integration of Knowledge and Ideas
Item 9: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Addresses Item 9: Reading Horizons v5 Reading Library Teacher Edition - The Reading Library Teacher Edition contains a variety of graphic organizers to help students visually arrange and classify the information they read in the passages.

Graphic Organizer – To Compare and Contrast: Reading Library Teacher Edition p. 51.

Suggested Readings from Reading Horizons v5 software and Reading Library Books.

Book 1:

  • Hollywood
  • The Great Sphinx
  • The Great Wall of China
  • Urban Legends
  • Stone Henge
  • Birthday Traditions
  • Crop Circles
  • Big Foot
  • Loch Ness
  • Superstitions
  • Vampires

Book 2:

  • UFOs
  • Unicorns
  • Chupacabras
  • Werewolves
  • Totem Poles
  • Jackalopes
  • Rainbows

Book 3:

  • Dinosaurs
  • Greek Mythology
  • Tall Tales

 

Grade Level: Fifth

Common Core Standard Reading Horizons v5
Key Ideas and Details
Item 3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Addresses Item 3: Reading Horizons v5 Reading Library Teacher Edition - The Reading Library Teacher Edition contains a variety of graphic organizers to help students visually arrange and classify the information they read in the passages.

Graphic Organizer – To Show Detail; To Show Topic and Detail: Reading Library Teacher Edition p. 50.

Graphic Organizer – To Compare and Contrast: Reading Library Teacher Edition p. 51.

Integration of Knowledge and Ideas
Item 9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Addresses Item 9: Reading Horizons v5 Reading Library Teacher Edition - The Reading Library Teacher Edition contains a variety of graphic organizers to help students visually arrange and classify the information they read in the passages.

Graphic Organizer – To Compare and Contrast: Reading Library Teacher Edition p. 51.

Suggested Readings from Reading Horizons v5 software and Reading Library Books.

Book 1:

  • First Person in Space
  • The Great Sphinx
  • The Great Wall of China
  • The Olympic Games
  • Urban Legends
  • The Milky Way
  • Stone Henge
  • Crop Circles
  • Big Foot
  • Loch Ness
  • Superstitions
  • Outer Space
  • Running of the Bulls

Book 2:

  • Charles Lindbergh
  • UFOs
  • Unicorns
  • Chupacabras
  • The Australian Outback
  • Easter Island
  • Werewolves
  • Volcanoes
  • Antarctica
  • The Northern Lights

Book 3:

  • Dinosaurs
  • Komodo Dragons
  • Horoscopes
  • The Bermuda Triangle
  • Greek Mythology
  • Tall Tales
  • Rockets
  • Ferdinand Magellan

 

Grade Level: Sixth

Common Core Standard Reading Horizons v5
Key Ideas and Details
Item 3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Addresses Item 3: Reading Horizons v5 Reading Library Teacher Edition - The Reading Library Teacher Edition contains a variety of graphic organizers to help students visually arrange and classify the information they read in the passages.

Graphic Organizer –To Show Sequence; Reading Library Teacher Edition p. 52.

Graphic Organizer – To Show Cause and Effect: Reading Library Teacher Edition p. 53.

Integration of Knowledge and Ideas
Item 7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

Addresses Item 7: Reading Horizons v5 Reading Library Teacher Edition - The Reading Library Teacher Edition contains a variety of graphic organizers to help students visually arrange and classify the information they read in the passages.

Graphic Organizer – To Compare and Contrast: Reading Library Teacher Edition p. 51.

 

Grade Level: Seventh

Common Core Standard Reading Horizons v5
Integration of Knowledge and Ideas
Item 7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

Addresses Item 7: Reading Horizons v5 Reading Library Teacher Edition - The Reading Library Teacher Edition contains a variety of graphic organizers to help students visually arrange and classify the information they read in the passages.

Graphic Organizer – To Compare and Contrast: Reading Library Teacher Edition p. 51.

Updated: 1/31/2012