92 core topics
+ 11 prerequisite topics taught
as needed · approximately 27 hours of instruction
including spaced review
An adaptive diagnostic (up to
40 questions) places the student on the course's knowledge
graph - topics already known are credited, and instruction begins exactly
at the learning frontier. Every topic is taught with a worked-example
lesson and auto-graded practice; a topic is mastered at
75%+ and then maintained through spaced reviews on an
expanding schedule. Mixed checks follow every 6 lessons;
each unit ends with a 12-item quiz, and course-wide assessments appear at
25%, 50%, 75%, and 100% mastery. Prerequisite gaps below the course are detected and taught rather
than skipped, so completion certifies the whole tower, not just the top.
| Hearing Rhymes
[E] |
Tell when two words end with the same sound. |
| Finding the Word That Does Not Rhyme
[E] |
Pick the odd word out of a rhyming set. |
| Counting Syllables
[E] |
Break a word into its beats. |
| Hearing the First Sound
[E] |
Tell which sound a word starts with. |
| Hearing the Last Sound
[E] |
Tell which sound a word ends with. |
| Hearing the Middle Vowel Sound
[E] |
Find the vowel sound in the middle of a short word. |
| Blending Sounds into Words
[M] |
Push separate sounds together to make a word. |
| Breaking Words into Sounds
[M] |
Split a word into every separate sound. |
| Taking a Sound Away
[M] |
Say a word again with one sound removed. |
| Changing One Sound
[M] |
Swap one sound for another to make a new word. |
| Words That Begin Alike
[E] |
Group words by their beginning sound. |
| Digraphs at the Start of a Word
[E] |
Read sh, ch, th, wh and ph at the beginning of a word. |
| Digraphs at the End of a Word
[E] |
Read sh, ch, th, ck and ng at the end of a word. |
| Counting Sounds, Not Letters
[M] |
Count the sounds in a word that contains a digraph. |
| ph Says /f/
[E] |
Read ph as the f sound. |
| Blends at the Start of a Word
[M] |
Read two and three consonants blended together at the start of a word. |
| Blends at the End of a Word
[M] |
Read blends like -nd, -mp, -st and -nk at the end of a word. |
| Three-Letter Blends
[M] |
Read str, spr, scr, thr and spl. |
| Blend or Digraph?
[M] |
Tell a blend from a digraph by listening to the sounds. |
| Reading Blend and Digraph Words
[M] |
Sound out and read a word containing a blend or a digraph. |
| Spelling Blends and Digraphs
[M] |
Write the right letters for a blend or digraph you hear. |
| -ng and -nk
[M] |
Hear the difference between the endings in ring and rink. |
| Long Vowel Sounds
[E] |
Hear a vowel saying its own name. |
| One Letter Changes the Word
[M] |
Add or remove a silent e and read the new word. |
| Short Vowel or Long Vowel?
[M] |
Decide from the spelling whether a vowel is short or long. |
| Reading Silent-e Words
[M] |
Read a silent-e word accurately, without dropping the e. |
| Spelling with Silent e
[M] |
Decide whether a word needs a silent e at the end. |
| Open Syllables: go, he, my
[M] |
Read a long vowel that got that way by ending the word. |
| The Silent e Makes No Sound
[M] |
Count the sounds in a silent-e word without counting the e. |
| When Silent e Breaks the Rule
[M] |
Know the common words where a final e does not make the vowel long. |
| What a Vowel Team Is
[M] |
Find the letters that team up to spell one vowel sound in a word. |
| Long a: ai and ay
[M] |
Read long a spelled with the vowel teams ai and ay. |
| Long e: ee and ea
[M] |
Read long e spelled with the vowel teams ee and ea. |
| Long o: oa and ow
[M] |
Read long o spelled with the vowel teams oa and ow. |
| Long i and Long u: igh, ie, ew, ue
[M] |
Read long i spelled igh or ie, and long u spelled ew or ue. |
| Which Spelling Goes Where
[H] |
Choose the right vowel team for a word from the way the word is built. |
| The Two Sounds of oo
[M] |
Decide which of its two sounds the vowel team oo is making. |
| Sounds That Are Neither Long Nor Short
[H] |
Read the vowel sounds in coin, cloud and saw. |
| One Team, Two Jobs
[H] |
Try a team's other sound when the first one does not make a real word. |
| When the r Takes Over the Vowel
[M] |
Find the vowel that an r has changed, and tell it from an r that only starts a blend. |
| ar Says /ar/
[M] |
Read the /ar/ sound, and know the words where a w changes it. |
| or Says /or/
[M] |
Read the /or/ sound, and know the words where a w changes it. |
| er, ir, ur: One Sound, Three Spellings
[M] |
Hear that er, ir and ur all make the same sound. |
| Choosing Between er, ir, and ur
[H] |
Pick the right spelling of the /er/ sound for a particular word. |
| Sorting the Five R-Controlled Spellings
[M] |
Group ar, or, er, ir and ur by the sound each one makes. |
| Soft c: When c Says /s/
[M] |
Decide whether a c says /k/ or /s/ by looking at the letter after it. |
| Soft g: When g Says /j/
[M] |
Read soft g, and know the common words that break the rule. |
| The Letter After Decides
[H] |
Use the following letter to predict what a c or g will say, even in a new word. |
| Counting Syllables by Vowel Sounds
[M] |
Count the syllables in a written word by counting its vowel sounds. |
| Closed Syllables: The Vowel Is Short
[M] |
Recognize a syllable that ends in a consonant and know its vowel is short. |
| Open Syllables: The Vowel Is Long
[M] |
Recognize a syllable that ends in a vowel and know that vowel is long. |
| Open or Closed? Deciding the Vowel Sound
[M] |
Use the last letter of a syllable to predict whether its vowel is long or short. |
| The Six Kinds of Syllable
[M] |
Name which of the six syllable types a chunk of a word is. |
| Two Consonants in the Middle
[M] |
Divide a word between two middle consonants and read the closed first syllable. |
| One Consonant in the Middle: Try Long First
[H] |
Divide a word with one middle consonant by trying the long vowel first, then flexing. |
| The -le Ending Takes One Consonant With It
[M] |
Split off a consonant-le ending and use what is left to set the first vowel. |
| Reading a Long Word You Have Never Seen
[H] |
Chunk an unfamiliar multisyllable word and read it one syllable at a time. |
| More Than One: Adding -s
[M] |
Make a naming word mean more than one by adding -s. |
| When a Word Hisses: Adding -es
[M] |
Add -es to words that end in s, x, z, ch, or sh. |
| Words That End in y
[M] |
Decide whether a y changes to i by looking at the letter before it. |
| Words That End in f or fe
[M] |
Change f to v before the plural ending on the words that take it. |
| Plurals That Do Not Take an Ending
[M] |
Use the plural of words that change instead of adding -s. |
| The -s That Means One, Not Many
[H] |
Tell a plural -s on a naming word from a verb -s that marks one doer. |
| Adding -ed and -ing
[H] |
Apply the doubling, drop-e and y-to-i rules when an ending goes on. |
| Two Words Made Into One
[H] |
Match a contraction to the two words it stands for, both ways. |
| Where the Apostrophe Goes
[H] |
Place the apostrophe exactly where the missing letters used to be. |
| Doubling at the End of a Short Word
[M] |
Double a final f, l, s or z after one short vowel. |
| Spelling /k/ at the End: ck, k or ke
[M] |
Choose ck, k or ke for the /k/ sound at the end of a word. |
| The Extra Letter a Short Vowel Asks For
[M] |
Write tch and dge after a short vowel, ch and ge everywhere else. |
| Same Sound, Different Place in the Word
[M] |
Use ai and oi inside a word, and ay, oy and y at the end. |
| Letters You Cannot Hear
[H] |
Spell words that keep a letter nobody says. |
| ie or ei
[H] |
Choose between ie and ei using the sound and the letter before it. |
| The /shun/ Ending: -tion, -sion or -cian
[H] |
Choose between -tion, -sion and -cian at the end of a word. |
| The Vowel You Cannot Hear
[H] |
Find an unstressed vowel by saying a related word out loud. |
| Catching It and Naming the Rule
[H] |
Find the misspelled word in a sentence and say which rule fixes it. |
| What the End Mark Tells Your Voice
[M] |
Read a line the way its end mark says to read it. |
| Reading in Groups, Not One Word at a Time
[M] |
Group the words in a line the way they belong before you read it aloud. |
| Where the Marks Say Pause
[M] |
Pause where a comma is and stop where an end mark is, and nowhere else. |
| The Word You Lean On
[H] |
Choose which word to stress, and know what stressing it tells a listener. |
| Reading a Character's Voice
[H] |
Say only the quoted words in the character's voice, the way the tag says. |
| A Line Is Not a Sentence
[H] |
Read a poem by its punctuation instead of stopping at every line break. |
| Catching Yourself and Going Back
[H] |
Notice when what you read stopped making sense, and find the word to fix. |
| What Smooth Reading Is Made Of
[H] |
Name the five parts of fluent reading and tell which one a reader missed. |