(4 Lessons)

Children are asked to join in the alphabet song and point their finger at each letter. This will familiarize children with the appearance of specific letters, their names, and their serial order in the alphabet.

 

Alphabet Sort: The goal of this skill is to arrange a random collection of letters into alphabetical order. The child will arrange the letters in order beginning with “A”. The alphabet is divided into four segments to give equal emphasis to beginning and ending letters.

(4 Lessons)

In this skill the child traces the outline of each letter in the alphabet. The lesson describes and demonstrates the strokes over a ghosted letter. The child helps with the demonstration and then repeats the drawing of the letter on their own.

(4 Lessons)

Phonemes are introduced aurally and not linked to letters of the alphabet. Each sound is illustrated by an animation and corresponding action pantomimed by the child. Further lessons expand to matching onsets to phonemes and alliteration.

(4 Lessons)

These lessons begin by introducing and illustrating the concept of rhyme. Following lessons include finding the rhyming items in a room where various objects speak their name, collecting and sorting Rhymes, and finishing a poem that is missing ending words.

(2 Lessons)

Two syllable compound words are used to introduce syllables in words. Then a two, three or four syllable word is spoken normally where the child clicks a button for each syllable in the word as it is spoken.

(2 Lessons)

In vocabulary a single picture is shown. Words then appear, one at a time, and are highlighted and spoken as they appear. The child picks the word which names the picture. Simple words of familiar objects: dog, cat, pig, cow, bell etc.

(2 Lessons)

This skill uses the “Sentence Machine” where a written sentence is seen and spoken. Each word highlights as it is read. Each word in the sentence can be changed by the child but the sentence will still make sense or nonsense.

(2 Lessons)

This skill allows the child to retell a story with pictures. An illustrated and spoken story of 3 – 4 pages/pictures is presented. Pages/pictures repeat their narration on rollover. The child arranges the pictures to retell the story in the correct order.

 

The child identifies the capital and small letters of the alphabet in sentences and words. The child also learns how words and sentences are read left to right.

 

The child matches single-sound consonants with the appropriate letters and vice-versa. The single-sound consonants include Bb, Dd, Ff, Hh, Jj, Kk, Ll, Mm, Pp, Rr, Tt, Vv and Zz. The sounds of these letters are the foundation for using phonetic skills to sound out words.

 

The child identifies the multiple-sounds of Cc, Gg, Nn, Qu, Ss, Ww, Xx, and Yy. For example, the letter C has two sounds heard in the words CITY and CUT. These letters and sounds can be difficult to master, but are critical for young readers to distinguish.

 

The child identifies and hears the beginning sounds of words such as RAT, CUT and KIT. These lessons strengthen the child's understanding of sounds in printed text by segmenting the beginning sounds of simple words.

 

The child blends sounds together to create rhyming words. This skill extends the range of words the child can sound out. These lessons introduce short-vowel sounds

 

The child listens to and reads stories. Each story has a series of literal and analytical questions. These lessons introduce concepts of printed text, how text is read left to right and return, and models fluent reading.

 

The child recognizes high-frequency sight words needed to read text quickly and accurately. Some of these words include, for example, YOU, THEY, WITH, FROM, and WHO

 

The child adds, deletes or substitutes letters in words to form new words. The words the child makes builds on the sounds learned in the previous StudyDog lessons.

 

The child listens to and reads stories. Each story has a series of literal and analytical questions. These lessons introduce concepts of printed text, how text is read left to right and return, and models fluent reading.

 

The child hears and uses the short-vowel sounds in words like CAP, KIT, and MOP. The child hears and uses the long-vowel sounds in words like BIKE, KEEP, and MULE.

 

The child identifies contractions from root words and separates contractions into the root words.

 

The child listens to a story and reads along. The story has a series of literal and analytical questions for the child to answer. A short vocabulary review is also included.

 

The child learns to read words with consonant blends including letters sounds such as SL and TR as heard in the words SLEEP and TRUCK.

 

The child separates complex words by identifying prefixes and suffixes and root words; separates compound words into two words; and identifies common syllables in multi-syllabic words.

 

The child listens to a story and reads along. The story has a series of literal and analytical questions for the child to answer. A short vocabulary review is also included.

 

The child reads words with spelling patterns including AI and AY with the long A sound, EE and EA with the long E sound, OA and OW with the long O sound.

 

The child identifies high-frequency sight words. These words typically do not follow conventional sound or spelling patterns. Some of these words include CLOSE, GOES, MANY, QUICK and COULD.

 

The child listens to a story and reads along. The story has a series of literal and analytical questions for the child to answer. A short vocabulary review is also included.

 

The child spells three- and four-letter, single -short-vowel words, such as HAS, GLAD, STOP and PUT.

 

The child identifies high-frequency sight words. These words typically do not follow conventional sound or spelling patterns. Some of these words include CLOSE, GOES, MANY, QUICK and COULD.

 

The child identifies families of words with similar spelling patterns. The child learns to recognize word endings and word patterns, as found in words such as PINK, SINK, DRINK, THINK and WINK.

 

The child listens to a story and reads along. The story has a series of literal and analytical questions for the child to answer. A short vocabulary review is also included.