The Startup Reading Intermediate Reading, Part 1 Workbook, Book 9, is designed as a Language Arts curriculum that provides reading strategies for a solid foundation in literacy. The objective is for students to learn and apply reading, comprehension, and spelling strategies to read higher-level passages.
This workbook continues with the use of specific reading structures to address complex content, and guide students toward continued mastery of the following strategies:
1) Vowel Teams – Students will learn and apply complex vowel teams. Identifying a Vowel Team in a word is an essential skill for students to develop their knowledge of irregular vowel patterns and read more complex words.
2) The 4 Essential Syllable Strategies – Students will learn to divide Super Challenge words into syllables. First, they will look for two consonants in the middle of the word. Next, they will identify the vowel sound in each syllable. The ability to divide words into syllables is a foundational skill for students to read higher-level passages with an increased emphasis on fluency, vocabulary acquisition, and comprehension.
This course provides a video lesson for each page in the workbook. As the parent, you may participate with your child or request to schedule an online reading session with a Reading Pal, who will guide your child through the lesson.
Course Curriculum
| Lesson 1 : The Fisherman’s Dance | |||
| Page 14, Vowel Teams: “wa”, “au”, “cial” and “tial” 1.01 | 00:00:00 | ||
| the reading coach will guide students in the steps to read words with the Vowel Teams: “wa”, “au”, “cial” and “tial” | |||
| Page 14 – Part 1 of 3, Vowel Team: “wa” as in “waterfall” B7 1.01.1 | 00:00:00 | ||
| In this lesson, students will read words with the Vowel Team “wa” says /wä/ as in the word waterfall. | |||
| 1.01.2 Vowel Vowel Team: “au” as in astronaut – Page 14 Part 1 of 2 | 00:00:00 | ||
| In this lesson, students will read words with the Vowel Team “au” says /aw/ as in the word astronaut. | |||
| 1.01.3 Vowel Team: “cial” and “tial” as in glacial – Page 14 Part 1 of 3 | 00:00:00 | ||
| In this lesson, students will read words with the Vowel Team “cial” and “tial” says /shul/ as in the word glacial. Students will be directed to identify the first part of the Vowel Teams cial and tial make the same sound as the digraph SH says /sh/. | |||
| Page 15, The Four Essential Syllable Strategies – B7, 1.02.1 | 00:00:00 | ||
| This session does not have a video; the reading coach will guide students to identify the strategy to divide a word into syllables and then write the word in the correct category. Strategy #1 - Look for Two Consonants - The first “Go-to” strategy is to identify if there are two consonants in the middle of a word that are the same or different. Strategy # 2: Compound Words - Students will apply the reading strategy that compound words are two small words put together to make one big word. Strategy # 3: Open or Closed Syllables 1. Open Syllables In this lesson, students will be Vowel Detectives to mark the syllable wall after the first vowel in a word. Students will learn: When a syllable ends with a vowel, the vowel will say its name which is also identified as a long vowel sound. 2. Closed Syllables In this lesson, students will follow the pattern Consonant-Vowel-Consonant (CVC) to mark the syllable wall after the last consonant in the pattern. Students will learn: When a vowel is closed between two consonants (CVC) the vowel will make a short vowel sound. Strategy #4: Look for a Prefix or Suffix 1. Prefix In this lesson, students will learn a prefix is a word part that is added to the beginning of a base or familiar word. Adding a prefix changes the meaning of a word. 2. Suffix In this lesson, students will learn a suffix is a word part that is added to the ending of a base or familiar word. Adding a suffix changes the meaning of a word. | |||
| 1.03.1 High Frequency Words – Page 16 – Part 1 | 00:00:00 | ||
| students will read and write a group of High Frequency Words. Students will then demonstrate their ability to recall this group of words in a passage. | |||
| 1.03.2 High Frequency Words – Page 16 – Part 2 | 00:00:00 | ||
| In this lesson, students will be introduced to new vocabulary words to build their knowledge and add meaning to the passage. Students will identify the key words to develop their ability to connect the vocabulary word to the definition. | |||
| 1.04.1 The Fisherman’s Dance – Page 17 | 00:00:00 | ||
| students will read the passage to their reading coach with prompting and support to apply the strategy for reading words in the context of sentences that include words they have already practiced combined with acquiring an understanding of new and challenging words. The theme of the passage is about Ms. Washic and her class watched two boys visiting their class from Japan perform a special dance that tells the story of the work by Japanese fishermen. Students will further develop their comprehension of the theme of the passage by drawing pictures of selected items in the story | |||
| 1.05.1 Practice for Comprehension- Page 18 | 00:00:00 | ||
| the reading coach will guide students to learn to refer to information in the passage to answer multiple-choice questions about Ms. Washic and the class watched a performance by two Japanese boys to learn about the fisherman’s dance. | |||
| 1.06.1 Written Response – Page 19 | 00:00:00 | ||
| the reading coach will guide students to write the answer in a complete sentence. | |||
| Page 21, Spelling Practice – B7, 1.08.1 | 00:00:00 | ||
| students will connect the strategies they are learning for reading to spelling. Students will highlight or circle a Vowel Team in a word and then write each word in the correct Vowel Team category | |||
| 1.09.1 Vowel Sound Practice: au says /aw/, cial, and wa says /wä/ – Page 22 | 00:00:00 | ||
| students will first complete these activities independently and then show the completed activities to their reading coach. In this lesson, students will practice the Vowel Teams in a variety of ways: by drawing a picture to match the word, write in the vowel team to complete the word, and circle the words with the vowel team in a group of words. | |||
| Lesson 2 : Skipping Stones | |||
| 2.01.1 Vowel Teams: ear, dg says /j/, soft “oo”, and ea – Page 24 | FREE | 00:00:00 | |
| the reading coach will guide students in the steps to read words with the Vowel Teams: ear, dg, soft oo, and ea 1)Vowel Team: “ear” as in “bear” In this lesson, students will read words with the Vowel Team “ear” says /ār/ as in the word “bear”. Students will identify a pattern where the Vowel Team stays the same and the beginning consonant changes to make a new word as in the words: bear, pear, and wear. 2) Vowel Team: “dg” as in bridge In this lesson, students will read words with the Vowel Team “dg” says /j/ as in the word bridge. 3) Vowel Team: soft “oo” as in books In this lesson, students will read words with the Vowel Team “soft oo” says /ü/ as in the word books. Students will identify a pattern where the Vowel Team stays the same and the beginning consonant changes to make a new word as in the words: look, cook, took, and brook. 4) Vowel Team: “ea” as in leaves In this lesson, students will read words with the Vowel Team “ea” says /long ē/ as in the word leaves. Students will identify a pattern where the Vowel Team stays the same and the beginning consonant sound changes to make a new word as in the words: beach, reach, and teach. | |||
| 2.02.1 Categorize Words with the 4 Essential Syllable Strategies – Page 25 | 00:00:00 | ||
| the reading coach will guide students in the steps to identify the strategy to divide a word into syllables and then write the word in the correct category. Strategy #1 - Look for Two Consonants - The first “Go-to” strategy is to identify if there are two consonants in the middle of a word that are the same or different. Strategy # 2: Compound Words - Students will apply the reading strategy that compound words are two small words put together to make one big word. Strategy # 3: Open or Closed Syllables 1. Open Syllables In this lesson, students will be Vowel Detectives to mark the syllable wall after the first vowel in a word. Students will learn: When a syllable ends with a vowel, the vowel will say its name which is also identified as a long vowel sound. 2. Closed Syllables In this lesson, students will follow the pattern Consonant-Vowel-Consonant (CVC) to mark the syllable wall after the last consonant in the pattern. Students will learn: When a vowel is closed between two consonants (CVC) the vowel will make a short vowel sound. Strategy #4: Look for a Prefix or Suffix 1. Prefix In this lesson, students will learn a prefix is a word part that is added to the beginning of a base or familiar word. Adding a prefix changes the meaning of a word. 2. Suffix In this lesson, students will learn a suffix is a word part that is added to the ending of a base or familiar word. Adding a suffix changes the meaning of a word. | |||
| 2.03.1 High Frequency Words & Vocabulary and Meaning – Page 26 | 00:00:00 | ||
| the reading coach will guide students to follow along to read and write a group of High Frequency Words and Vocabulary Words. 1. High Frequency Words In this lesson, students will read and write a group of High Frequency Words. Students will then demonstrate their ability to recall this group of words in a story. 2. Vocabulary and Meaning In this lesson, students will be introduced to new vocabulary words to build their knowledge and add meaning to the story. Students will identify the key words to develop their ability to connect the vocabulary word to the definition | |||
| 2.04.1 Skipping Stones – Page 27 | 00:00:00 | ||
| students will read the passage to their reading coach with prompting and support to apply the strategy for reading words in the context of sentences that include words they have already practiced combined with acquiring an understanding of new and challenging words. The theme of the passage is about a group of friends having an adventurous day at the park. The most exciting part of the day is when they collected smooth flat stones near the stream to skip them on the surface of the water. Students will further develop their comprehension of the theme of the passage by drawing pictures of selected items in the story. | |||
| 2.05.1 Practice for Comprehension- Page 28 | FREE | 00:00:00 | |
| the reading coach will guide students to refer to information in the passage to answer multiple choice questions about a group of friends having an adventurous day at the park. | |||
| 2.06.1 Written Response – Page 29 | 00:00:00 | ||
| the reading coach will guide students to write the answer in a complete sentence. | |||
| 2.08.1 Listening and Speaking for Comprehension – Page 29 | 00:00:00 | ||
| students will complete this lesson by drawing and writing about a personal experience in the theme of the passage. 1. Think and Draw: In this lesson, students will draw a picture to illustrate their favorite adventure at the park. Students are encouraged to be creative and include details that show their personal experience in the theme of the passage. 2. Write a Short Paragraph: In this lesson, students will write a short paragraph to describe their favorite adventure at the park. | |||
| 2.09.1 Listening Vowel Teams Spelling Practice: ear, dg, soft oo, and ea – Page 31 | 00:00:00 | ||
| students will connect the strategies they are learning for reading to spelling. Students will highlight or circle a Vowel Team in a word and then write each word in the correct Vowel Team category. | |||
| 2.10.1 Vowel Sound Practice: ear, dg, soft oo, and ea – Page 32 | 00:00:00 | ||
| students will first complete these activities independently and then show the completed activities to their reading coach. In this lesson, students will practice the Vowel Teams in a variety of ways: by drawing a picture to match the word, write in the vowel team to complete the word, and circle the words with the vowel team in a group of words. | |||
| Lesson 3 : Drawing Lesson | |||
| Page 34, aw, ough, schwa “o”, and eigh – B7, 3.01.1 | 00:00:00 | ||
| the reading coach will guide students in the steps to read words with the Vowel Teams 1)Vowel Team: “aw” as in “claw” In this lesson, students will read words with the Vowel Team “aw” says /ô/ as in the word “claw”. Students will identify a pattern where the Vowel Team stays the same and the beginning consonant sound changes to make a new word as in the words: saw, paw, flaw, and draw. 2) Vowel Team: “ough” as in “doughnut” In this lesson, students will read words with the Vowel Team “ough” says /ō/ as in the word doughnut. Students will learn that the letter o is pronounced with the sound of the long vowel /ō/ and the ugh are silent in the Vowel Team pattern. 3) Vowel Team: schwa “o” as in money In this lesson, students will read words with the Vowel Team schwa “o” says /e/ as in the word money. 4) Vowel Team: “eigh” as in eight In this lesson, students will read words with the Vowel Team “eigh” says the long vowel /ā/ as in the word eight. Students will learn that the letters ei are pronounced with the sound of the long vowel /ā/ and the gh are silent in the Vowel Team pattern. | |||
| 3.02.1 Categorize the Words with 4 Essential Syllable Strategies – Page 35 | 00:00:00 | ||
| the reading coach will guide students to identify the strategy to divide a word into syllables and then write the word in the correct category. Strategy #1 - Look for Two Consonants - The first “Go-to” strategy is to identify if there are two consonants in the middle of a word that are the same or different. Strategy # 2: Compound Words - Students will apply the reading strategy that compound words are two small words put together to make one big word. Strategy # 3: Open or Closed Syllables 1. Open Syllables In this lesson, students will be Vowel Detectives to mark the syllable wall after the first vowel in a word. Students will learn: When a syllable ends with a vowel, the vowel will say its name which is also identified as a long vowel sound. 2. Closed Syllables In this lesson, students will follow the pattern Consonant-Vowel-Consonant (CVC) to mark the syllable wall after the last consonant in the pattern. Students will learn: When a vowel is closed between two consonants (CVC) the vowel will make a short vowel sound. Strategy #4: Look for a Prefix or Suffix 1. Prefix In this lesson, students will learn a prefix is a word part that is added to the beginning of a base or familiar word. Adding a prefix changes the meaning of a word. 2. Suffix In this lesson, students will learn a suffix is a word part that is added to the ending of a base or familiar word. Adding a suffix changes the meaning of a word. | |||
| 3.03.1 High Frequency Words & Vocabulary and Meaning – Page 36 | 00:00:00 | ||
| the reading coach will guide students to follow along to read and write a group of High Frequency Words and Vocabulary Words. 1. High Frequency Words In this lesson, students will read and write a group of High Frequency Words. Students will then demonstrate their ability to recall this group of words in a story. 2. Vocabulary and Meaning In this lesson, students will be introduced to new vocabulary words to build their knowledge and add meaning to the story. Students will identify the key words to develop their ability to connect the vocabulary word to the definition. | |||
| 3.04.1 Drawing Lesson – Page 37 | 00:00:00 | ||
| students will read the passage to their reading coach with prompting and support to apply the strategy for reading words in the context of sentences that include words they have already practiced combined with acquiring an understanding of new and challenging words. The theme of the passage is about Mrs. Lough, an art teacher, teaches her class the techniques artists use to draw illustrations of images they see in the school garden. Students will further develop their comprehension of the theme of the passage by drawing pictures of selected items in the story. | |||
| 3.06.1 Written Response – Page 39 | 00:00:00 | ||
| the reading coach will guide students to learn to change a question into a complete sentence. | |||
| 3.07.1 Listening and Speaking for Comprehension – Page 40 | 00:00:00 | ||
| students will complete this lesson by drawing and writing about a personal experience in the theme of the passage. 1. Think and Draw: In this lesson, students will draw a picture of a favorite image, maybe they can draw a self-portrait! Students are encouraged to be creative and include details that describe a special characteristic about their features or the image they choose to draw. 2. Write a Short Paragraph: In this lesson, students will write a short paragraph to describe why they enjoy drawing or painting. | |||
| 3.08.1 Vowel Teams Spelling Practice: aw, ough, schwa “o”, and eigh – Page 41 | 00:00:00 | ||
| students will connect the strategies they are learning for reading to spelling. Students will highlight or circle a Vowel Team in a word and then write each word in the correct Vowel Team category | |||
| Page 42, Vowel Practice: aw, ough-B7, 3.09.1 | 00:00:00 | ||
| students will first complete the activities independently and then show the completed activities to their reading coach. In this lesson, students will practice the Vowel Teams in a variety of ways: by drawing a picture to match the word, write in the vowel team to complete the word, and circle the words with the vowel team in a group of words. | |||
| Lesson 4 : Baking Bread | |||
| 4.01.1 Vowel Teams: ea says /ĕ/, ey says /ē/, and ear says /r/ – Page 44 | 00:00:00 | ||
| the reading coach will guide students in the steps to read words with the Vowel Teams: ea says /e/, ey says /ē/, and ear says /r/. 1)Vowel Team: ea says /ĕ/ In this lesson, students will read words with the Vowel Team ea says /ĕ/ as in the word “feather”. Students will learn that the letters ea are pronounced with the sound of the short vowel ĕ in the Vowel Team pattern. 2) Vowel Team: ey says /ē/ In this lesson, students will read words with the Vowel Team “ey” says /ē/ as in the word monkey. 3) Vowel Team: ear says /r/ In this lesson, students will read words with the Vowel Team ear says /r/ as in the word earth. | |||
| Page 45, Four Essential Syllable Strategies – B7, 4.02.1 | 00:00:00 | ||
| the reading coach will guide students to identify the strategy to divide a word into syllables and then write the word in the correct category. Strategy #1 - Look for Two Consonants - The first “Go-to” strategy is to identify if there are two consonants in the middle of a word that are the same or different. Strategy # 2: Compound Words - Students will apply the reading strategy that compound words are two small words put together to make one big word. Strategy # 3: Open or Closed Syllables 1. Open Syllables In this lesson, students will be Vowel Detectives to mark the syllable wall after the first vowel in a word. Students will learn: When a syllable ends with a vowel, the vowel will say its name which is also identified as a long vowel sound. 2. Closed Syllables In this lesson, students will follow the pattern Consonant-Vowel-Consonant (CVC) to mark the syllable wall after the last consonant in the pattern. Students will learn: When a vowel is closed between two consonants (CVC) the vowel will make a short vowel sound. Strategy #4: Look for a Prefix or Suffix 1. Prefix In this lesson, students will learn a prefix is a word part that is added to the beginning of a base or familiar word. Adding a prefix changes the meaning of a word. 2. Suffix In this lesson, students will learn a suffix is a word part that is added to the ending of a base or familiar word. Adding a suffix changes the meaning of a word. | |||
| 4.03.1 High Frequency Words & Vocabulary and Meaning – Page 46 | 00:00:00 | ||
| the reading coach will guide students to follow along to read and write a group of High Frequency Words and Vocabulary Words. 1. High Frequency Words In this lesson, students will read and write a group of High Frequency Words. Students will then demonstrate their ability to recall this group of words in a story. 2. Vocabulary and Meaning In this lesson, students will be introduced to new vocabulary words to build their knowledge and add meaning to the story. Students will identify the key words to develop their ability to connect the vocabulary word to the definition. | |||
| 4.04.1 Baking Bread – Page 47 | 00:00:00 | ||
| students will read the passage to their reading coach with prompting and support to apply the strategy for reading words in the context of sentences that include words they have already practiced combined with acquiring an understanding of new and challenging words. The theme of the passage is about Ms. Leathers and her students experiencing the process of baking bread. The students treasured the treat of a slice of buttered, delicious healthy bread as a reward for their work. Students will further develop their comprehension of the theme of the passage by drawing pictures of selected items in the story. | |||
| 4.05.1 Practice for Comprehension- Page 48 | 00:00:00 | ||
| the reading coach will guide students in the steps to refer to information in the passage to answer multiple choice questions. | |||
| 4.06.1 Written Response – Page 49 | 00:00:00 | ||
| the reading coach will guide students to learn to change a question into a complete sentence. | |||
| 4.07.1 Listening and Speaking for Comprehension – Page 50 | 00:00:00 | ||
| students will complete this lesson by drawing and writing about a personal experience in the theme of the passage. 1. Think and Draw: In this lesson, students will draw a picture of a cake or bread they have baked. Students are encouraged to be creative and include details that describe decorations they added to their baked goods to celebrate a special occasion. 2. Write a Short Paragraph: In this lesson, students will write a short paragraph to describe why they enjoy baking. | |||
| 4.08.1 Listening Vowel Teams Spelling Practice: ea says /ĕ/, ey says /ē/, and ear says /r/ – Page 51 | 00:00:00 | ||
| students will connect the strategies they are learning for reading to spelling. Students will highlight or circle a Vowel Team in a word and then write each word in the correct Vowel Team category. | |||
| 4.09.1 Vowel Sound Practice: – Page 52 | 00:00:00 | ||
| students will first complete these activities independently and then show the completed activities to their reading coach. In this lesson, students will practice the Vowel Teams in a variety of ways: by drawing a picture to match the word, write in the vowel team to complete the word, and circle the words with the vowel team in a group of words. | |||
| 4.10.1 Vocabulary – Page 53 | 00:00:00 | ||
| students will first complete the activity independently and then show the completed activity to their reading coach. Students will have fun with a crossword puzzle activity to recall the vocabulary words from The Baking Bread passage. | |||
| Lesson 5 : The Coral Reef | |||
| 5.01.1 Vowel Teams: ie can say ē, tur says chur, and ear can say /āir/ – Page 56 | 00:00:00 | ||
| the reading coach will guide students in the steps to read the words with the Vowel Teams: ie can say ē, tur says chur, and ear can say /āir/. 1)Vowel Team: ie can say ē as in briefcase In this lesson, students will read words with the Vowel Team ie can say ē as in the word “briefcase”. 2) Vowel Team: “tur” as in “picture” In this lesson, students will read words with the Vowel Team “tur” says “chur” as in the word “picture”. Students will be directed to identify the Vowel Team tur combines the sound of the sound as the digraph CH and the Vowel Team UR to say “chur”. 3) Vowel Team: “ear” as in bear In this lesson, students will read words with the Vowel Team “ear” says /āir/ as in the word bear. | |||
| 5.02.1 Vowel Teams: dg says /j/, “soft oo” says /ü/, ear says /r/, and ea says /ĕ/ – Page 57 | 00:00:00 | ||
| the reading coach will guide students in the steps to read the words with the Vowel Teams: dg says /j/, “soft oo” says /ü/, ear says /r/, and ea says /ĕ/ 2) Vowel Team: “dg” as in bridge In this lesson, students will read words with the Vowel Team “dg” says /j/ as in the word bridge. 3) Vowel Team: soft “oo” as in books In this lesson, students will read words with the Vowel Team “soft oo” says /ü/ as in the word books. Students will identify a pattern where the Vowel Team stays the same and the beginning consonant changes to make a new word as in the words: look, took, and shook. 3) Vowel Team: ear says /r/ In this lesson, students will read words with the Vowel Team ear says /r/ as in the word earth. 4)Vowel Team: ea says /ĕ/ In this lesson, students will read words with the Vowel Team ea says /ĕ/ as in the word “bread”. Students will learn that the letters ea are pronounced with the sound of the short vowel ĕ in the Vowel Team pattern. | |||
| 5.03.1 High Frequency Words & Vocabulary and Meaning – Page 58 | 00:00:00 | ||
| the reading coach will guide students to follow along to read and write a group of High Frequency Words and Vocabulary Words. 1. High Frequency Words In this lesson, students will read and write a group of High Frequency Words. Students will then demonstrate their ability to recall this group of words in a story. 2. Vocabulary and Meaning In this lesson, students will be introduced to new vocabulary words to build their knowledge and add meaning to the story. Students will identify the key words to develop their ability to connect the vocabulary word to the definition | |||
| 5.04.1 The Coral Reef – Page 59 | 00:00:00 | ||
| students will read the passage to their reading coach with prompting and support to apply the strategy for reading words in the context of sentences that include words they have already practiced combined with acquiring an understanding of new and challenging words. The theme of the passage is about Ling and her family going to a beach on an island in the Bahamas. Once they arrive, Ling, and her sister, Mei, are excited to go on a snorkeling adventure to explore the colorful coral reefs and schools of fish in the sea. Students will further develop their comprehension of the theme of the passage by drawing pictures of selected items in the story. | |||
| 5.05.1 Practice for Comprehension- Page 60 | 00:00:00 | ||
| the reading coach will guide students in the steps to refer to information in the passage to answer multiple choice questions about Ling and her sister Mei’s snorkeling adventure. | |||
| 5.06.1 Written Response – Page 61 | 00:00:00 | ||
| the reading coach will guide students to answer a question in a complete sentence. | |||
| 5.07.1 Listening and Speaking for Comprehension – Page 62 | 00:00:00 | ||
| students will complete this lesson by drawing and writing about a personal experience in the theme of the passage. 1. Think and Draw: In this lesson, students will draw a picture of a time they visited the ocean and the sea animals they saw. If students have not visited the ocean, they will draw a picture about a sea animal they would want to see if they did go to the ocean. Students are encouraged to be creative and include details that describe a sea bird or sea animal. 2. Write a Short Paragraph: In this lesson, students will write a short paragraph to describe a memorable experience from a time they visited the ocean or the beach. | |||
| 5.08.1 Vowel Teams Spelling Practice: ie can say ē, tur says chur, and ear says /r/, and “soft oo” says /ü/ – Page 63 | 00:00:00 | ||
| students will connect the strategies they are learning for reading to spelling. Students will highlight or circle a Vowel Team in a word and then write each word in the correct Vowel Team category. | |||
| 5.09.1 Sight Words – Page 64 | 00:00:00 | ||
| students will first complete these activities independently and then show the completed activities to their reading coach. 1. Sight Word Comprehension: In this lesson, students will learn to use context to choose the correct word to complete the sentence. 2. Vowel Sound Practice: In this lesson, students will practice the Vowel Team ie can say ē as in the word cookie by drawing a picture to match the words. | |||
| 5.10.1 Vocabulary – Page 65 | 00:00:00 | ||
| students will first complete the activity independently and then show the completed activity to their reading coach. Students will have fun with a crossword puzzle activity to recall the vocabulary words from The Coral Reef passage. | |||
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