MARK12 Reading I (Adaptive Remediation)

This list is representative of the materials provided or used in this course. Keep in mind that the actual materials used may vary, depending on the school in which you are enrolled, and whether you are taking the course as Independent Study.

For a complete list of the materials to be used in this course by your enrolled student, please visit MyInfo. All lists are subject to change at any time.

Scope & Sequence : Scope & Sequence documents describe what is covered in a course (the scope) and also the order in which topics are covered (the sequence). These documents list instructional objectives and skills to be mastered. K12 Scope & Sequence documents for each course include:

Course Overview

Mastery. Acceleration. Remediation. K12.

The MARK12 courses are for students in the third to fifth grades who are struggling readers. MARK12 Reading I gives students who are reading several grades below grade level the opportunity to master missed concepts in a way that accelerates them through the remediation process by incorporating adaptivity and online assessments. Students work independently and with a Learning Coach to develop oral reading, comprehension, phonics, spelling, and fluency skills. They also practice grammar, usage, mechanics, and composition. The engaging course features new graphics, learning tools, and games; adaptive activities that help struggling students master concepts and skills before moving on; and more support for Learning Coaches to guide

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Prerequisites

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Course Outline

SEMESTER 1

Unit 1: Sound Work and Sight Words

Students learn the alphabet; beginning, middle, and ending sounds; same sounds; and number of sounds within words. They learn to identify the number of syllables in a word; words that rhyme; four types of sentences (statements, questions, commands, and exclamations); and how to read sight words. Students increase their reading vocabulary as they demonstrate automaticity and prosody, and are expected to read independent-level text with 95% accuracy and instructional-level text with 90% accuracy. They learn, given a story, how to identify characters, setting, problem, and solution; answer text-explicit and text-implicit questions; and summarize and retell what has been read.

  • Sound Work and Sight Words (parts 1-8)

Unit 2: Sounds for Letters and Sight Words

Students learn about predicates and practice identifying sounds, given letters and letters, given sounds. They continue their study of beginning, middle, and ending sounds; the same sounds; and the number of sounds within words. They continue to practice words that rhyme, the four types of sentences, and how to read sight words. Students increase their reading vocabulary, and are expected to read independent- and instructional-level text accurately. They practice identifying characters, setting, problem, and solution; answering text-explicit, text-implicit, and scriptal questions; and summarizing and retelling what has been read.

  • Sounds for Letters and Sight Words (parts 1-6)

Unit 3: Short Vowels and Sight Words

Students continue to learn to identify sounds, given letters and letters, given sounds; words that rhyme; spelling; and sight words. They learn how to identify and use blends; and use commas, quotations marks, question marks, and exclamation points. Students increase their reading vocabulary, and are expected to read independent- and instructional-level text accurately. They practice identifying story elements, answering questions, summarizing, and retelling.

  • Short Vowels and Sight Words (parts 1, 2)

Unit 4: Digraphs and Sight Words

Students practice sounds, given letters and letters, given sounds; digraphs and trigraphs; the four types of sentences; words that rhyme; spelling; and sight words. Students increase their reading vocabulary, and are expected to read independent- and instructional-level text accurately. They practice identifying story elements, answering questions, summarizing, and retelling.

  • Digraphs and Sight Words (parts 1-3)

Unit 5: Long Vowels and Sight Words

Students practice sounds, given letters and letters, given sounds; digraphs and trigraphs; spelling patterns; words that rhyme; reading sight words; and how to use proper and common nouns. Students increase their reading vocabulary, and are expected to read independent- and instructional-level text accurately. They practice identifying story elements, answering questions, summarizing, and retelling.

  • Long Vowels and Sight Words (parts 1, 2)

Unit 6: Ending Blends and Sight Words

Students learn to use blends and spelling patterns. They practice words that rhyme, the four types of sentences, capitalization, and sight words. Students increase their reading vocabulary, and are expected to read independent- and instructional-level text accurately. They practice identifying story elements, answering questions, summarizing, and retelling.

  • Ending Blends and Sight Words (parts 1-4)

Unit 7: Beginning Blends and Sight Words

Students learn to identify a new word when one sound is changed in a word. They learn to use blends and spelling patterns, singular and plural possessives, and action and being verbs. They practice spelling, capitalization, and sight words. Students increase their reading vocabulary, and are expected to read independent- and instructional-level text accurately. They practice identifying story elements, answering questions, summarizing, and retelling.

  • Beginning Blends and Sight Words (parts 1-6)

Unit 8: Word Endings and Sight Words

Students learn and practice digraphs, trigraphs, blends, consonant and vowel suffixes. They are introduced to main verbs and helping verbs. They increase their reading vocabulary, and are expected to read independent- and instructional-level text accurately. They practice identifying story elements, answering questions, summarizing, and retelling.

  • Word Endings and Sight Words (parts 1-4)

Unit 9: Difficult Spellings & r-Controlled Vowels and Sight Words

Students learn and practice blends, spelling patterns, and consonant and vowel suffixes. They continue to practice reading sight words and working with statements, questions, commands, and exclamations. They learn about past and past participle forms of regular and irregular verbs and how to correctly use bring, buy, come, go, eat, see, sit, take, and write. They increase their reading vocabulary, and are expected to read independent- and instructional-level text accurately. They practice identifying story elements, answering questions, summarizing, and retelling.

  • Difficult Spellings & r-Controlled Vowels and Sight Words (parts 1-7)

SEMESTER 2

Unit 10: oi/oy and Sight Words

Students continue to practice spelling patterns, rhymes, reading sight words, and working with statements, questions, commands, and exclamations. They increase their reading vocabulary, and are expected to read independent- and instructional-level text accurately. They practice identifying story elements, answering questions, summarizing, and retelling.

  • oi/oyand Sight Words (parts 1, 2)

Unit 11: au/aw and Sight Words

Students learn to identify and use regular and irregular verbs and continue to practice spelling patterns, rhymes, digraphs and blends, and reading sight words. They increase their reading vocabulary, and are expected to read independent- and instructional-level text accurately. They practice identifying story elements, answering questions, summarizing, and retelling.

  • au/awand Sight Words (parts 1, 2)

Unit 12: ow/ou and Sight Words

Students learn to identify and use principal parts of verbs and continue to practice spelling patterns, rhymes, digraphs and blends, and reading sight words. They increase their reading vocabulary, and are expected to read independent- and instructional-level text accurately. They practice identifying story elements, answering questions, summarizing, and retelling.

  • ow/ouand Sight Words (parts 1-3)

Unit 13: Long a and Sight Words

Students learn long a , silent e , compound words, and the correct tense. They continue to practice spelling patterns, rhymes, blends, and reading sight words. They increase their reading vocabulary, and are expected to read independent- and instructional-level text accurately. They practice identifying story elements, answering questions, summarizing, and retelling.

  • Long a and Sight Words (parts 1-5)

Unit 14: Longi and Sight Words

Students learn longi , silente , verbs, and adjectives. They continue to practice spelling patterns, rhymes, blends, and reading sight words. They increase their reading vocabulary, and are expected to read independent- and instructional-level text accurately. They practice identifying story elements, answering questions, summarizing, and retelling.

  • Long i and Sight Words (parts 1-5)

Unit 15: Long o and Sight Words

Students learn long o and how to use a and an correctly. They continue to practice spelling patterns, rhymes, blends, and reading sight words. They increase their reading vocabulary, and are expected to read independent- and instructional-level text accurately. They practice identifying story elements, answering questions, summarizing, and retelling.

  • Long o and Sight Words (parts 1-5)

Unit 16: Long e and Sight Words

Students learn long e and how to use singular and plural personal pronouns and subject and object pronouns. They continue to practice spelling patterns, rhymes, blends, and reading sight words. They increase their reading vocabulary, and are expected to read independent- and instructional-level text accurately. They practice identifying story elements, answering questions, summarizing, and retelling.

  • Long e and Sight Words (parts 1-5)

Unit 17: Long e & Long i and Sight Words

Students learn longe and long i and how to use possessive pronouns and adverbs. They continue to practice spelling patterns, rhymes, and sight words. They increase their reading vocabulary, and are expected to read independent- and instructional-level text accurately. They practice identifying story elements, answering questions, summarizing, and retelling.

  • Long e Spelled ie and Sight Words
  • Long e Spelled ey and Sight Words
  • Long e Spelled y and Sight Words
  • Long i Spelled y and Sight Words
  • ie, ey, & y and Sight Words

Unit 18: Long u and Syllable Types

Students learn long u and closed syllables. They continue to practice syllable types, spelling patterns, rhymes, and sight words. They increase their reading vocabulary, and are expected to read independent- and instructional-level text accurately. They practice identifying story elements, answering questions, summarizing, and retelling.

  • Long u and Closed Syllables (parts 1-4)

Unit 19: Long u & Double o and Syllable Types

Students learn long u , doubleo ; how to use when, where, and how adverbs; and how to use good and well. They continue to practice syllable types, spelling patterns, blends, rhymes, and sight words. They increase their reading vocabulary, and are expected to read independent- and instructional-level text accurately. They practice identifying story elements, answering questions, summarizing, and retelling.

  • Long u & Double o and Open Syllables (parts 1-3)

Unit 20: Double o and Syllable Types

Students learn doubleo , how to use compound words, and how to use verbs modified by adverbs. They continue to practice syllable types, spelling patterns, blends, rhymes, and sight words. They increase their reading vocabulary, and are expected to read independent- and instructional-level text accurately. They practice identifying story elements, answering questions, summarizing, and retelling.

  • Double o and Open Syllables (parts 1, 2)
  • Double o and V-C-E Syllables

Unit 21: /?/, and Syllable Types

Students learn to use the schwa sound and abbreviations for addresses, units of measurement, days, months, and titles. They continue to practice syllable types, spelling patterns, blends, rhymes, and sight words. They increase their reading vocabulary, and are expected to read independent- and instructional-level text accurately. They practice identifying story elements, answering questions, summarizing, and retelling.

  • /?/and V-C-E Syllables (parts 1-4)

Unit 22: MARK12 Reading I Review

Students review the course material and are assessed on their mastery of the objectives.

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Number of Lessons and Scheduling

120 minutes

(60 minutes online, 30 minutes offline with learning coach, 30 minutes of language skills work)

Total Lessons: 90

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K12 Scope & Sequence documents for each course include:

  • Course Overview (as seen above)
  • Course Outline
  • Lesson Time and Scheduling