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Core5® Student Activities Overview

Phonological Awareness

Phonological awareness activities include identifying, segmenting, blending and manipulating syllables and sounds in words.

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Phonics

Phonics activities develop the pupil’s ability to apply knowledge of letter-sound correspondence to reading and spelling words.

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Structural Analysis

Pupils work on recognising meaningful parts of multisyllabic words derived from Latin and Greek to extend vocabulary and comprehension skills.

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Automaticity/Fluency

These skills are developed through a series of activities focussed on speed of processing, analysis of sentence structure and timed silent passage reading.

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Vocabulary

Activities in this strand provide exposure to rich and varied vocabulary words, and allow students to develop an awareness of word relationships and associations.

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Comprehension

Pupils develop the ability to understand information at concrete and abstract levels through application of higher order thinking skills. Increasingly complex texts develop comprehension strategies.

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Scope & Sequence

Download our Core5 Scope & Sequence Guide or try a range of pupil activities by selecting the Core5 Preview.

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Core5 preview

Offline Learning

This is where part three of Lexia’s three-part learning model comes into play to support both students and educators.

Core5’s paper-based resources are automatically recommended by the program based on the pupil’s progress and requirements.

There are over 1000+ resources available within the program in the form of Lexia Lessons® and Lexia Skill Builders®.

Lexia Lessons®

Where a pupil is struggling with a specific unit, myLexia flags this challenge with the educator, and presents relevant downloadable and fully scripted lesson plans that can be easily delivered by a teacher or TA to a single pupil or small group of pupils. These are called Lexia Lessons®.

Lexia Skill Builders®

For pupils who demonstrate mastery and complete a unit, myLexia generates relevant Skill Builder® worksheets, which can be completed as part of a Lexia session, during extra time at the end of a class activity, or even as a homework task. These resources reinforce the independent learning model that Lexia champions through the online program.

Lexia's Personalised Learning Model

Lexia’s personalised learning model is totally unique.

The three-stage model combines online learning, data, and offline teacher-led support for a systematic, structured approach to learning.

This model has been the subject of several research studies and is not just research-based, it’s research-proven.

Click on the numbers of the interactive model below to see how it works.

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Independent student-driven learning

Ongoing data to drive instructional priorities

Resource for face-to-face instruction

Independent student-driven learning

Students work independently to develop critical reading and language skills through individualised, motivating learning paths. All students, regardless of their skill level, can each work at their own pace and the teacher is notified (on web-based reports and via email) only when they require support.

Ongoing data to drive instructional priorities

As students work independently in the online activities of Lexia's instructional programs, real-time performance data is collected. Educators can access data reports online through their myLexia accounts.

Resource for face-to-face instruction

Teachers have the resources they need for face-to-face instruction and independent student practice. Based on student data, Lexia recommends specific resources for individual and group instruction that fit flexibly into existing classroom routines.

Are you ready to accelerate literacy with our ground-breaking reading software for primary schools?

Spare 30 seconds to complete our contact form and one of our team will get in touch to discuss your requirements. Alternatively, call on 0191 482 1939.

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“

It’s easy to see why our pupils have made so much progress: students love the program. It has been incredible to see students who have sometimes found it difficult to engage in literacy activities grow in confidence and thrive in and out of the classroom.

J. Sharrock, Literacy Co-ordinator

St Paul's High School, Wythenshawe, Manchester