Scope & Sequence Level 9
Scope & Sequence Level 9
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
| Pop The Box 706 | Students will exercise to improve visual perception, abstract shapes of increasing complexity are introduced. |
| Pop The Box 707 | Students will exercise to improve visual perception, abstract shapes of increasing complexity are introduced. |
| Pop The Box 708 | Students will exercise to improve visual perception, abstract shapes of increasing complexity are introduced. |
| Pop The Box 709 | Students will exercise to improve visual perception, abstract shapes of increasing complexity are introduced. |
| Pop The Box 710 | Students will exercise to improve visual perception, abstract shapes of increasing complexity are introduced. |
Area 2 - Recall > Sequencing & Tracking
| Pop The Box 706 | Students will exercise to improve visual perception, abstract shapes of increasing complexity are introduced. |
| Pop The Box 707 | Students will exercise to improve visual perception, abstract shapes of increasing complexity are introduced. |
| Pop The Box 708 | Students will exercise to improve visual perception, abstract shapes of increasing complexity are introduced. |
| Pop The Box 709 | Students will exercise to improve visual perception, abstract shapes of increasing complexity are introduced. |
| Pop The Box 710 | Students will exercise to improve visual perception, abstract shapes of increasing complexity are introduced. |
Area 3 - Array > Visual & Auditory Memory
| Shooting Stars A401 | Student will train to capture four 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.. |
| Shooting Stars A402 | Student will train to capture four 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.. |
| Shooting Stars A403 | Student will train to capture four 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.. |
| Shooting Stars A404 | Student will train to capture four 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.. |
| Shooting Stars A405 | Student will train to capture four 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
| Syllable Hunt 01 | Trains phonological awareness and memory with specific attention to blending words and elision. Player is required to listen to a words of increasing length, break that word into syllables and successfully determine which syllable remains after specific ones are removed. |
| Syllable Hunt 02 | Trains phonological awareness and memory with specific attention to blending words and elision. Player is required to listen to a words of increasing length, break that word into syllables and successfully determine which syllable remains after specific ones are removed. |
| Syllable Hunt 03 | Trains phonological awareness and memory with specific attention to blending words and elision. Player is required to listen to a words of increasing length, break that word into syllables and successfully determine which syllable remains after specific ones are removed. |
| Syllable Hunt 04 | Trains phonological awareness and memory with specific attention to blending words and elision. Player is required to listen to a words of increasing length, break that word into syllables and successfully determine which syllable remains after specific ones are removed. |
| Syllable Hunt 05 | Trains phonological awareness and memory with specific attention to blending words and elision. Player is required to listen to a words of increasing length, break that word into syllables and successfully determine which syllable remains after specific ones are removed. |
Area 5 - Tactile > Visual Motor Integration
| Line Up 101 | Visual perception and visual motor integration are trained by challenging the player to move lines of varying length to cover specific points in space in a specified amount of time in order to create shapes of increasing complexity. |
| Line Up 102 | Visual perception and visual motor integration are trained by challenging the player to move lines of varying length to cover specific points in space in a specified amount of time in order to create shapes of increasing complexity. |
| Line Up 103 | Visual perception and visual motor integration are trained by challenging the player to move lines of varying length to cover specific points in space in a specified amount of time in order to create shapes of increasing complexity. |
| Line Up 104 | Visual perception and visual motor integration are trained by challenging the player to move lines of varying length to cover specific points in space in a specified amount of time in order to create shapes of increasing complexity. |
| Line Up 105 | Visual perception and visual motor integration are trained by challenging the player to move lines of varying length to cover specific points in space in a specified amount of time in order to create shapes of increasing complexity. |
Area 6 - Bamboozle > Eidetic Processing
| Bamboozle | 416 | Student will train with and learn ten eidetic words per game generally below seven letters each and at or below a fourth grade level. |
| Bamboozle | 417 | Student will train with and learn ten eidetic words per game generally below seven letters each and at or below a fourth grade level. |
| Bamboozle | 418 | Student will train with and learn ten eidetic words per game generally below seven letters each and at or below a fourth grade level. |
| Bamboozle | 419 | Student will train with and learn ten eidetic words per game generally below seven letters each and at or below a fourth grade level. |
| Bamboozle C | 420 | Student will demonstrate competence with forty eidetic words learned in the four earlier games in this level. |
Area 7 - Harmony > Phonics
| Nonsense Search 01 | Student is trained using multi-sensory techniques to build nonsense words from a variety of syllables. Student must be able to recognize, distinguish and remember the sound of open and closed syllables to build non-words successfully.. |
| Nonsense Search 02 | Student is trained using multi-sensory techniques to build nonsense words from a variety of syllables. Student must be able to recognize, distinguish and remember the sound of open and closed syllables to build non-words successfully.. |
| Nonsense Search 03 | Student is trained using multi-sensory techniques to build nonsense words from a variety of syllables. Student must be able to recognize, distinguish and remember the sound of open and closed syllables to build non-words successfully.. |
| Nonsense Search 04 | Student is trained using multi-sensory techniques to build nonsense words from a variety of syllables. Student must be able to recognize, distinguish and remember the sound of open and closed syllables to build non-words successfully.. |
| Nonsense Search 05 | Student is trained using multi-sensory techniques to build nonsense words from a variety of syllables. Student must be able to recognize, distinguish and remember the sound of open and closed syllables to build non-words successfully.. |
Area 8 – Swift > Fluency
| Syllable Slam 01 | Reading speed, accuracy and comprehension training. Student is asked to recognize ten words applying the training received in Harmony Nonsense Search 01 . Student then reads a series of two sentences three times each at varying and increasing speed. Student then must correctly answer a multiple choice question about one of the sentences without referring back. |
| Syllable Slam 02 | Reading speed, accuracy and comprehension training. Student is asked to recognize ten words applying the training received in Harmony Nonsense Search 02 . Student then reads a series of two sentences three times each at varying and increasing speed. Student then must correctly answer a multiple choice question about one of the sentences without referring back. |
| Syllable Slam 03 | Reading speed, accuracy and comprehension training. Student is asked to recognize ten words applying the training received in Harmony Nonsense Search 03 . Student then reads a series of two sentences three times each at varying and increasing speed. Student then must correctly answer a multiple choice question about one of the sentences without referring back. |
| Syllable Slam 04 | Reading speed, accuracy and comprehension training. Student is asked to recognize ten words applying the training received in Harmony Nonsense Search 04 . Student then reads a series of two sentences three times each at varying and increasing speed. Student then must correctly answer a multiple choice question about one of the sentences without referring back. |
| Syllable Slam 05 | Reading speed, accuracy and comprehension training. Student is asked to recognize ten words applying the training received in Harmony Nonsense Search 05.. Student then reads a series of two sentences three 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 |