Scope & Sequence Level 17
Scope & Sequence Level 17
Overview
The Scope & Sequence of each level of the MD4 Reading program is broken into the following areas
- The Cognitive and Phonological Training that is taking place
- How that training aligns with Common Core Standard
- How that training aligns with the Next Generation Science Standards
- The Total Combined Skills Specific To Each Area of Training.
For complete details click on the individual area of interest below.
1) Cognitive & Phonological Training
The scope and sequence of cognitive and phonological training for this level of the MD4 Reading program are shown below by training area. To view all skills trained in each individual area please see the "Skill Building by Area" below.
Area 1 - Optic > Visual Perception
| See Saw 21 | Student will reinforce visual perception and tracking by attempting view a two letters for a period of time and then will have to click on those letters, in order, in several rows of letters with increased speed |
| See Saw 22 | Student will reinforce visual perception and tracking by attempting view a two letters for a period of time and then will have to click on those letters, in order, in several rows of letters with increased speed |
| See Saw 23 | Student will reinforce visual perception and tracking by attempting view a two letters for a period of time and then will have to click on those letters, in order, in several rows of letters with increased speed |
| See Saw 24 | Student will reinforce visual perception and tracking by attempting view a two letters for a period of time and then will have to click on those letters, in order, in several rows of letters with increased speed |
| See Saw 25 | Student will reinforce visual perception and tracking by attempting view a two letters for a period of time and then will have to click on those letters, in order, in several rows of letters with increased speed |
Area 2 - Recall > Sequencing & Tracking
| Observation01 | Student is challenged to retain visual information from a picture and must indicate six items that were in the picture by selecting specific items from a list of forty items in a specified period of time. |
| Observation02 | Student is challenged to retain visual information from a picture and must indicate six items that were in the picture by selecting specific items from a list of forty items in a specified period of time. |
| Observation03 | Student is challenged to retain visual information from a picture and must indicate six items that were in the picture by selecting specific items from a list of forty items in a specified period of time. |
| Observation04 | Student is challenged to retain visual information from a picture and must indicate six items that were in the picture by selecting specific items from a list of forty items in a specified period of time. |
| Observation05 | Student is challenged to retain visual information from a picture and must indicate six items that were in the picture by selecting specific items from a list of forty items in a specified period of time. |
Area 3 - Array > Visual & Auditory Memory
| Flying Boxes A501 | Student will train to capture five pieces of auditory data in immediate memory and transfer that data to short term and long term memory in its correct sequential order. All data will be presented once, at a specific cadence and distractors will be employed.. |
| Flying Boxes A502 | Student will train to capture five pieces of auditory data in immediate memory and transfer that data to short term and long term memory in its correct sequential order. All data will be presented once, at a specific cadence and distractors will be employed.. |
| Flying Boxes A503 | Student will train to capture five pieces of auditory data in immediate memory and transfer that data to short term and long term memory in its correct sequential order. All data will be presented once, at a specific cadence and distractors will be employed.. |
| Flying Boxes A504 | Student will train to capture five pieces of auditory data in immediate memory and transfer that data to short term and long term memory in its correct sequential order. All data will be presented once, at a specific cadence and distractors will be employed.. |
| Flying Boxes A505 | Student will train to capture five pieces of auditory data in immediate memory and transfer that data to short term and long term memory in its correct sequential order. All data will be presented once, at a specific cadence and distractors will be employed.. |
Area 4 - Audio > Phonological Awareness & Memory
| Missing Word 11 | Trains phonological awareness and memory with specific attention to blending words and elision. Player is required to listen to a words of increasing length, then remove a specific syllable and determine the remaining word. |
| Missing Word 12 | Trains phonological awareness and memory with specific attention to blending words and elision. Player is required to listen to a words of increasing length, then remove a specific syllable and determine the remaining word. |
| Missing Word 13 | Trains phonological awareness and memory with specific attention to blending words and elision. Player is required to listen to a words of increasing length, then remove a specific syllable and determine the remaining word. |
| Missing Word 14 | Trains phonological awareness and memory with specific attention to blending words and elision. Player is required to listen to a words of increasing length, then remove a specific syllable and determine the remaining word. |
| Missing Word 15 | Trains phonological awareness and memory with specific attention to blending words and elision. Player is required to listen to a words of increasing length, then remove a specific syllable and determine the remaining word. |
Area 5 - Tactile > Visual Motor Integration
| Constellation06 | Player is trained to use visual perception to determine the shape formed by three or four points in space and visual motor integration to accurately orient the same shape to cover those points in a reduced amount of time. |
| Constellation07 | Player is trained to use visual perception to determine the shape formed by three or four points in space and visual motor integration to accurately orient the same shape to cover those points in a reduced amount of time. |
| Constellation08 | Player is trained to use visual perception to determine the shape formed by three or four points in space and visual motor integration to accurately orient the same shape to cover those points in a reduced amount of time. |
| Constellation09 | Player is trained to use visual perception to determine the shape formed by three or four points in space and visual motor integration to accurately orient the same shape to cover those points in a reduced amount of time. |
| Constellation10 | Player is trained to use visual perception to determine the shape formed by three or four points in space and visual motor integration to accurately orient the same shape to cover those points in a reduced amount of time. |
Area 6 - Bamboozle > Eidetic Processing
| Bamboozle | 606 | Student will train with and learn ten eidetic words per game generally above seven letters each and at or above a sixth grade level. |
| Bamboozle | 607 | Student will train with and learn ten eidetic words per game generally above seven letters each and at or above a sixth grade level. |
| Bamboozle | 608 | Student will train with and learn ten eidetic words per game generally above seven letters each and at or above a sixth grade level. |
| Bamboozle | 609 | Student will train with and learn ten eidetic words per game generally above seven letters each and at or above a sixth grade level. |
| Bamboozle C | 610 | Student will demonstrate competence with forty eidetic words learned in the four earlier games in this level. |
Area 7 - Harmony > Phonics
| Manipulators 01 | Introduction to "Prefixes". Student is challenged to remember, recognize and use prefixes in isolation and in conjunction with real words to form new words. |
| Manipulators 02 | Introduction to "Prefixes". Student is challenged to remember, recognize and use prefixes in isolation and in conjunction with real words to form new words. |
| Manipulators 03 | Introduction to "Prefixes". Student is challenged to remember, recognize and use prefixes in isolation and in conjunction with real words to form new words. |
| Manipulators 04 | Introduction to "Prefixes". Student is challenged to remember, recognize and use prefixes in isolation and in conjunction with real words to form new words. |
| Manipulators 05 | Introduction to "Prefixes". Student is challenged to remember, recognize and use prefixes in isolation and in conjunction with real words to form new words. |
Area 8 – Swift > Fluency
| Manipulate 01 | Reading speed, accuracy and comprehension training. Student is asked to recognize ten words applying the training received in Harmony Manipulators 01. Student then reads a series of three sentences two times each at varying and increasing speed. Student then must correctly answer a multiple choice question about one of the sentences without referring back. |
| Manipulate 02 | Reading speed, accuracy and comprehension training. Student is asked to recognize ten words applying the training received in Harmony Manipulators 02. Student then reads a series of three sentences two times each at varying and increasing speed. Student then must correctly answer a multiple choice question about one of the sentences without referring back. |
| Manipulate 03 | Reading speed, accuracy and comprehension training. Student is asked to recognize ten words applying the training received in Harmony Manipulators 03. Student then reads a series of three sentences two times each at varying and increasing speed. Student then must correctly answer a multiple choice question about one of the sentences without referring back. |
| Manipulate 04 | Reading speed, accuracy and comprehension training. Student is asked to recognize ten words applying the training received in Harmony Manipulators 04. Student then reads a series of three sentences two times each at varying and increasing speed. Student then must correctly answer a multiple choice question about one of the sentences without referring back. |
| Manipulate 05 | Reading speed, accuracy and comprehension training. Student is asked to recognize ten words applying the training received in Harmony Manipulators 05. Student then reads a series of three sentences two times each at varying and increasing speed. Student then must correctly answer a multiple choice question about one of the sentences without referring back. |
2) Common Core Relationship
Overview - The training provided in the MD4 Reading program provides a foundation for and is aligned with the Common Core State Standards Initiative (CCSS) for English Language Arts, History / Social Studies, Mathematics, and Science and Technical Subjects. The correlation between the cognitive and phonological training will vary depending on the individual, their specific weaknesses and there grade level. Following are the primary and secondary areas where the training provided in the MD4 Reading program align with CCSS.
Primary Correlation - The Common Core Standards listed are directly and positively impacted by the training received in this level
ELA Anchor Standards for Reading (College & Career Readiness)
ELA Standards / Foundational Skills
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
| CCSS.ELA-Literacy.RF.4.3 | CCSS.ELA-Literacy.RF.4.3.a | CCSS.ELA-Literacy.RF.4.4 | CCSS.ELA-Literacy.RF.4.4.a |
| CCSS.ELA-Literacy.RF.4.4.b | CCSS.ELA-Literacy.RF.4.4.c |
Grade 5
| CCSS.ELA-Literacy.RF.5.3 | CCSS.ELA-Literacy.RF.5.3.a | CCSS.ELA-Literacy.RF.5.4 | CCSS.ELA-Literacy.RF.5.4.a |
| CCSS.ELA-Literacy.RF.5.4.b | CCSS.ELA-Literacy.RF.5.4.c |
ELA Standards / Reading / Literature
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grades 9-10
Grades 11-12
ELA Standards / Reading / Informational Text
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grades 9-10
Grades 11-12
Secondary Correlation - The Common Core Standards listed below are indirectly and positively impacted by the training received in this level
ELA Standards / Writing
Kindergarten
| CCSS.ELA-Literacy.W.K.1 | CCSS.ELA-Literacy.W.K.2 | CCSS.ELA-Literacy.W.K.3 | CCSS.ELA-Literacy.W.K.5 |
| CCSS.ELA-Literacy.W.K.6 | CCSS.ELA-Literacy.W.K.7 | CCSS.ELA-Literacy.W.K.8 |
Grade 1
| CCSS.ELA-Literacy.W.1.1 | CCSS.ELA-Literacy.W.1.2 | CCSS.ELA-Literacy.W.1.3 | CCSS.ELA-Literacy.W.1.5 |
| CCSS.ELA-Literacy.W.1.6 | CCSS.ELA-Literacy.W.1.7 | CCSS.ELA-Literacy.W.1.8 |
Grade 2
| CCSS.ELA-Literacy.W.2.1 | CCSS.ELA-Literacy.W.2.2 | CCSS.ELA-Literacy.W.2.3 | CCSS.ELA-Literacy.W.2.5 |
| CCSS.ELA-Literacy.W.2.6 | CCSS.ELA-Literacy.W.2.7 | CCSS.ELA-Literacy.W.2.8 |
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grades 9-10
Grades 11-12
ELA Standards / History / Social Studies
Grades 6-8
Grades 9-10
Grades 11-12
ELA Standards / Science & Technical Subjects
Grades 6-8
Grades 9-10
Grades 11-12
Standards For Mathamitical Practice / Science & Technical Subjects
Kindergarten
| CCSS.Math.Content.K.G.A.1 | CCSS.Math.Content.K.G.A.2 | CCSS.Math.Content.K.G.A.3 | CCSS.Math.Content.K.G.B.4 |
| CCSS.Math.Content.K.G.B.5 |
Grade 1
| CCSS.Math.Content.1.OA.A.1 | CCSS.Math.Content.1.OA.A.2 | CCSS.Math.Content.1.NBT.C.4 | CCSS.Math.Content.1.NBT.C.6 |
| CCSS.Math.Content.1.MD.B.3 | CCSS.Math.Content.1.G.A.2 |
Grade 2
| CCSS.Math.Content.2.OA.A.1 | CCSS.Math.Content.2.OA.B.2 | CCSS.Math.Content.2.OA.C.3 | CCSS.Math.Content.2.OA.C.4 |
| CCSS.Math.Content.2.NBT.A.3 | CCSS.Math.Content.2.MD.C.7 | CCSS.Math.Content.2.MD.C.8 |
Grade 3
| CCSS.Math.Content.3.OA.A.3 | CCSS.Math.Content.3.OA.A.4 | CCSS.Math.Content.3.OA.B.5 | CCSS.Math.Content.3.OA.D.8 |
| CCSS.Math.Content.3.MD.A.1 |
Grade 4
| CCSS.Math.Content.4.OA.A.2 | CCSS.Math.Content.4.OA.A.3 | CCSS.Math.Content.4.NBT.A.2 | CCSS.Math.Content.4.NF.B.3.d |
| CCSS.Math.Content.4.NF.B.4.c | CCSS.Math.Content.4.MD.A.2 | CCSS.Math.Content.4.MD.A.3 |
Grade 5
| CCSS.Math.Content.5.OA.A.2 | CCSS.Math.Content.5.NBT.A.3 | CCSS.Math.Content.5.NBT.B.5 | CCSS.Math.Content.5.NF.A.2 |
| CCSS.Math.Content.5.NF.B.3 |
Grade 6
Grade 7
Grade 8
| CCSS.Math.Content.8.EE.A.4 | CCSS.Math.Content.8.EE.C.7 | CCSS.Math.Content.8.EE.C.8 | CCSS.Math.Content.8.F.A.2 |
| CCSS.Math.Content.8.F.A.3 | CCSS.Math.Content.8.G.C.9 | CCSS.Math.Content.8.SP.A.3 |
High School
3) Next Generation Science Standards
Overview - The training provided in the MD4 Reading program provides a foundation for and is aligned with the Next Generation Science Standards for Science and Engineering Practice. The correlation between the cognitive and phonological training will vary depending on the individual, their specific weaknesses and there grade level. Following are the areas where the training provided in the MD4 Reading program align with NGSS.
Science and Engineering Practice:
Asking Questions and Defining Problems
Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and the
conclusions they draw from their models or scientific investigations. For engineering, they should askquestions to define the problem to be solved and to elicit
ideas that lead to the constraints and specifications for its solution. (NRCFramework 2012, p. 56)
Grades K-5
NGSS aligns with and supports CCSS Literacy Anchor Standards and Relevant Portions of the Corresponding Standards for Science and Technical Subjects for grades K-5. As a foundation for and alignment with CCSS standards the MD4 Reading program also aligns with NGSS.
CCR Reading Anchor #1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- RST.6 - 8.1: “...support analysis of science and technical texts.”
- RST.9 - 10.1: “...support analysis of science and technical texts, attending to the precise details of explanations or descriptions.”
- RST.11 - 12.1: “...support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.”
Connection to Science and Engineering Practice
Evidence plays a critical role in the kinds of questions asked, information gathered, and findings reported in science and technical texts. The notion of close reading in Reading Standard 1 emphasizes the use of asking and refining questions in order to answer them with evidence that is either explicitly stated or implied.
CCR Reading Anchor #7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
- RST.6 - 8.7: “Integrate quantitative or technical information expressed in words in a text with a version of that
- information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).”
- RST.9 - 10.7: “Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
- RST.11 - 12.7: “...evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.”
CCR Reading Anchor #7 - Connection to Science and Engineering Practice - Scientists and engineers present data in a myriad of visual formats in order to reveal meaningful patterns and trends. Reading Standard 7 speaks directly to the importance of asking questions about and evaluating data presented in different formats.
CCR Reading Anchor #8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
- RST.6 -8.8: “Distinguish among facts, reasoned judgment based on research findings, and speculation...”
- RST.9 -10.8: “Assess theextent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.”
- RST.11 -12.8: “Evaluate the hypotheses, data, analysis, and conclusionsin a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.”
CCR Reading Anchor #8 - Connection to Science and Engineering Practice - Challenging or clarifying scientific hypotheses, arguments, experiments or conclusions - and the evidence and premises that support them - are key to this practice. Reading Standard 8 emphasizes evaluating the validity of arguments and whether the evidence offered backs up the claims logically.
4) Total Combined Individual Skills Training by Area
Cognitive & Phonological Skill Building by Character and Area
| CHARACTER | Optic | Recall | Array | Audio | Tactile | Bamboozle | Harmony | Swift |
| AREAS | 1 | 3 | 4 | 5 | 2 | 6 | 7 | 8 |
| Phonological Awareness | Yes | Yes | Yes | |||||
| Sound Matching | Yes | Yes | Yes | |||||
| Elision | Yes | Yes | Yes | |||||
| Blending Words | Yes | Yes | Yes | |||||
| Phonological Memory | Yes | Yes | Yes | Yes | Yes | |||
| Nonword Repetition | Yes | Yes | Yes | Yes | Yes | |||
| Memory for Digits | Yes | Yes | Yes | Yes | Yes | Yes | ||
| Rapid Naming | Yes | Yes | Yes | Yes | Yes | |||
| Tracking | Yes | Yes | Yes | Yes | Yes | Yes | ||
| Vergence | Yes | Yes | Yes | Yes | ||||
| Visual Motor Integration | Yes | Yes | Yes | Yes | ||||
| Visual Perception | Yes | Yes | ||||||
| Visual Memory (Overall) | Yes | Yes | Yes | Yes | ||||
| Visual Memory (Immediate) | Yes | Yes | Yes | |||||
| Visual Memory (Short Term) | Yes | Yes | Yes | |||||
| Visual Memory (Long Term) | Yes | Yes | ||||||
| Visual Sequential Memory | Yes | Yes | ||||||
| Auditory Memory (Overall) | Yes | Yes | ||||||
| Auditory Memory (Immediate) | Yes | Yes | Yes | |||||
| Auditory Memory (Short Term) | Yes | Yes | Yes | |||||
| Auditory Memory (Long Term) | Yes | Yes | ||||||
| Auditory Sequential Memory | Yes | Yes | ||||||
| Eidetic Processing | Yes | Yes | ||||||
| Phonetic Processing | Yes | Yes | Yes | Yes | Yes |