Try DreamBox Reading Lessons
DreamBox Reading pairs state-of-the-art adaptivity with a research-based structured literacy approach and personalized learning paths. With teacher-designed lessons delivered in an explicit, systematic sequence, it drives strong foundational reading outcomes.
Choose a Grade and Lesson to Sample
Initial, Medial, and Last Sounds
Phonological Awareness: Rhyming: Matching /at/, /am/, /ad/, and /an/ Words (Sound to Image)
In this lesson, students will be asked to match a word from a specific word family to an image of a word that rhymes. Students can press to hear the word represented in the image, and listen to each of the word choices to pick the correct match.
On-Set Rime
Phonological Awareness: Determining if /at/, /am/, /ad/, and /an/ Words Rhyme (Sound to Image)
Students are shown two items, one is an audio icon and the other is an image. They can press on either item to hear the word it represents. Students answer ‘yes’ or ’no’ in order to determine if the two represented words rhyme.
Alphabet ID
Alphabetic Principle: Letter Identification: Upper and Lowercase L
In an activity that begins to mimic the process of reading, students are presented with letters appearing in a sequence from left to right and top to bottom and asked to identify a target letter by pressing on it before it disappears.
Onset-Rime
Phonics: Onset-Rime: Sound to Text Word Families _at and _am
This lesson focuses on onset-rime, also known as word families (words that end in the same letters and sounds). Students are shown a word ending and asked to choose another word that has the same ending. Students can see the grapheme and hear audio of the target word ending, as well as audio for each of the optional word choices
Fluency & Comprehension
Fluency and Comprehension: Reading to Support Onset-Rime Onset-Rime _ap, _ax, _ip, _ix, _ob, _od, _ot, _ox: “The Candle” (Fiction)
In this lesson, students are focusing on fluency and comprehension skills. Students are introduced to the text passage by utilizing a guided reading window that blurs out all of the text, except for what is being read aloud. When the passage is finished, students are then asked comprehension questions based on the text. The student must answer the question by either citing evidence within the text (highlighting the sentence(s) that answer the question), or by answering a multiple choice question.
Fluency & Comprehension
Fluency and Comprehension: Reading to Support Initial Blends pl_, sl_, and spl_: “Slugs Need Slime” (Non-Fiction)
Students are focusing on fluency and comprehension skills. Introduced to the text passage by utilizing a guided reading window that blurs out all of the text, except for what is being read aloud.
Silent E
Phonics: Silent E: Identifying a_e, i_e, and o_e Words
This activity encourages the practice of eye movement that is required for reading text. Students are presented with words appearing in a sequence from left to right and top to bottom, and asked to identify all of the silent E words before they disappear.
R-Controlled
Phonics: R-Controlled: Ordering Sounds to Build ar Words
In this lesson, students are presented with blank spaces in which to build a word by placing available phonemes in the correct order. Students can see and listen to audio of the target word as well as press the individual phonemes to hear the sounds.
High Frequency Words
High Frequency Words: Completing Sentences With Correct Word (air, before, form, large, try, where, years)
In this lesson, students are shown a sentence with a blank space for a missing word. Audio reads the complete sentence with the missing word included. Students are then asked to fill in the blank with the correct missing word from a set of available options.
Vowel Teams
Phonics: Vowel Teams: Identifying Long E: ea Words
This activity encourages the eye movement required for reading text. Students are presented with words appearing in a sequence from left to right and top to bottom, and asked to identify all of the words containing Long E, spelled ea, before they disappear.
Prefixes
Phonics: Prefixes: Determining Same or Different Prefix dis_
Students are shown two words and asked if they begin with the same prefix. They can listen to the sound of the prefix by pressing the audio icon, and listen to each of the word options by pressing them. Students choose ‘yes’ or ’no’ to answer the question.
Initial, Medial, and Last Sounds
Phonological Awareness: Rhyming: Matching /at/, /am/, /ad/, and /an/ Words (Sound to Image)
In this lesson, students will be asked to match a word from a specific word family to an image of a word that rhymes. Students can press to hear the word represented in the image, and listen to each of the word choices to pick the correct match.
On-Set Rime
Phonological Awareness: Determining if /at/, /am/, /ad/, and /an/ Words Rhyme (Sound to Image)
Students are shown two items, one is an audio icon and the other is an image. They can press on either item to hear the word it represents. Students answer ‘yes’ or ’no’ in order to determine if the two represented words rhyme.
Alphabet ID
Alphabetic Principle: Letter Identification: Upper and Lowercase L
In an activity that begins to mimic the process of reading, students are presented with letters appearing in a sequence from left to right and top to bottom and asked to identify a target letter by pressing on it before it disappears.
Onset-Rime
Phonics: Onset-Rime: Sound to Text Word Families _at and _am
This lesson focuses on onset-rime, also known as word families (words that end in the same letters and sounds). Students are shown a word ending and asked to choose another word that has the same ending. Students can see the grapheme and hear audio of the target word ending, as well as audio for each of the optional word choices
Fluency & Comprehension
Fluency and Comprehension: Reading to Support Onset-Rime Onset-Rime _ap, _ax, _ip, _ix, _ob, _od, _ot, _ox: “The Candle” (Fiction)
In this lesson, students are focusing on fluency and comprehension skills. Students are introduced to the text passage by utilizing a guided reading window that blurs out all of the text, except for what is being read aloud. When the passage is finished, students are then asked comprehension questions based on the text. The student must answer the question by either citing evidence within the text (highlighting the sentence(s) that answer the question), or by answering a multiple choice question.
Fluency & Comprehension
Fluency and Comprehension: Reading to Support Initial Blends pl_, sl_, and spl_: “Slugs Need Slime” (Non-Fiction)
Students are focusing on fluency and comprehension skills. Introduced to the text passage by utilizing a guided reading window that blurs out all of the text, except for what is being read aloud.
Silent E
Phonics: Silent E: Identifying a_e, i_e, and o_e Words
This activity encourages the practice of eye movement that is required for reading text. Students are presented with words appearing in a sequence from left to right and top to bottom, and asked to identify all of the silent E words before they disappear.
R-Controlled
Phonics: R-Controlled: Ordering Sounds to Build ar Words
In this lesson, students are presented with blank spaces in which to build a word by placing available phonemes in the correct order. Students can see and listen to audio of the target word as well as press the individual phonemes to hear the sounds.
High Frequency Words
High Frequency Words: Completing Sentences With Correct Word (air, before, form, large, try, where, years)
In this lesson, students are shown a sentence with a blank space for a missing word. Audio reads the complete sentence with the missing word included. Students are then asked to fill in the blank with the correct missing word from a set of available options.
Vowel Teams
Phonics: Vowel Teams: Identifying Long E: ea Words
This activity encourages the eye movement required for reading text. Students are presented with words appearing in a sequence from left to right and top to bottom, and asked to identify all of the words containing Long E, spelled ea, before they disappear.
Prefixes
Phonics: Prefixes: Determining Same or Different Prefix dis_
Students are shown two words and asked if they begin with the same prefix. They can listen to the sound of the prefix by pressing the audio icon, and listen to each of the word options by pressing them. Students choose ‘yes’ or ’no’ to answer the question.