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Sunnyvale . Santa Clara . Cupertino
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Reading Oral Checks
Single sounds should be sounded out as short as possible (m should be "mm" not "muh" etc). The chart can be read as A, apple, "ah," etc, or just reading the letter sound for more advanced students.
5A sound chart (main focus for 5A 1-110)
Blends should be read as one sound (bl should be "bl" not "b" "l"). Students should be trying to remember the single sound of the blend (What sound does bl together make?). The chart can be read as block, "bl," clock, "cl," or just reading the sound combinations for advanced students.
Math Oral Checks
6A all: numbers up to 10
5A all: numbers up to 50
1. Count/Read numbers in order
2. Reading/Recognizing numbers out of order
4A 80 and above: dot patterns 1, dot patterns 2, dot patterns all
Students should try to recognize the dot patterns without counting. They can count if needed to learn the patterns.
4A all: numbers up to 50
1. Count/Read numbers in order
2. Reading/Recognizing numbers out of order
3. Next number: Give a number and ask student to say what number comes next (ADVANCED: 9s like 19->?, 39->?)
4. ADVANCED: Number patterns I (by tens, evens, odds)
5. ADVANCED: Number patterns II (by tens starting from any number: 2, 12, 22, 32...)
3A 71 and above/2A all/A1-80: addition tables
A 81 and above: subtraction tables
C all: multiplication tables
C 111 and above: division tables
Level A Addition CHECK (For Level A51-80 and prep for C51-110)
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