- Early Learning
- Language Tutor®
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For your Common Core curriculum.
Perfect for new readers, struggling readers, ESL/ELL, and special needs students. Offers digital audio content, extensive memory and speech recording capabilities, and real-life photography. Engages students in beginning reading through a unique multisensory language acquisition method. Allows independent, self-paced listening, speech, and reading activities. Focuses attention with LED lights that accentuate key letters, word parts, and words in sync with the audio track. Uses barcode technology driven by durable cards and stores recorded speech for up to four users so children can compare their speech to the model, and teachers can track student progress. Supports individuals or groups of up to three children. Features two headphones and two microphone jacks. Requires four “AA” batteries (not included) or AC adapter (included). Language Tutor® pod measures 11" L x 9" W x 5" H. Ages 4-8.
CCSS Product Alignment
RF.K.1a Follow words from left to right, top to bottom, and page by page.
RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.1c Understand that words are separated by spaces in print.
RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.2a Recognize and produce rhyming words.
RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
ELA Grade 1
RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
RF.1.3a Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3b Decode regularly spelled one-syllable words.
RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds.
RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.1.3f Read words with inflectional endings.
ELA Grade 2
RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
RF.2.3b Know spelling-sound correspondences for additional common vowel teams.
RF.2.3c Decode regularly spelled two-syllable words with long vowels.
RF.2.3d Decode words with common prefixes and suffixes.
RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.
RF.2.3f Recognize and read grade-appropriate irregularly spelled words.
ELA Grade 3
RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3b Decode words with common Latin suffixes.
RF.3.3c Decode multisyllable words.
RF.3.3d Read grade-appropriate irregularly spelled words.