The Startup Reading Long and Short Vowels Workbook, Book 4, combines and builds on the skills students developed in Books 2 and 3. The ability to differentiate between long and short vowel sounds provides an essential building block for decoding, reading, and comprehension skills.
Each reading skill is introduced and reinforced through a series of fun, interactive activities. Students gain the phonological awareness needed to read long and short vowel words, sentences, and short passages that build fluency and comprehension.
Throughout the workbook, students write long and short vowel accent marks before reading the words to visually identify the vowel sounds. Examples of the long and short vowel sound in words include:
cape/cap, team/ten, kite/kit, hope/hop, and cube/cub.
Students continue to use this strategy as they read short stories with decodable and grade-level sight words. As students cement their understanding and recognition of vowel sounds, it becomes easier to decode unfamiliar words independently. As a result, students increase their confidence as Super Readers!
Course Curriculum
| Lesson 1 Sam’s Mom and Dad Need a Cap | |||
| Introduction to Book 4, Long and Short Vowels,1.00.1 | FREE | 00:00:00 | |
| Page 3, The Reading Code – B4 1.01.1 | 00:07:00 | ||
| In this lesson, we address the most challenging part in learning to read English which is to identify the sounds made by the primary vowels in a word: A, E, I, O, U. For any word or syllable, a vowel has a minimum of two possible sounds: a long sound and a short sound. The lessons on the vowels will use the standard diacritical marks: for long vowels the mark is called a macron; and for short vowels, the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the long vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. In this lesson, students are introduced to the reading code. The reading code is a logical way to identify the sound of the vowel in a word and sets the foundation for students to become effective readers. | |||
| Page 6, Learn to Be a Vowel Detective – B4, 1.01.2 | FREE | 00:14:00 | |
| In this lesson, students will learn how to be a vowel detective! Students will follow three steps to read the words: 1) Students will use a memorable phrase, “Find the first vowel and give it the code” as the first step to read each word; 2) Students will further develop their understanding of the vowel sound by writing the accent mark above the vowels to answer the question: Is the first vowel with a vowel after or without a vowel after?; 3) Students will trace the number 2 or 1 in a box to represent the basic rule: when there’s two vowels in a word, the first vowel says its name (this is called a long vowel sound) and the second vowel is quiet (it doesn’t make any sounds) and when there’s only one vowel in a word, that one vowel makes a short vowel sound. Students feel a sense of accomplishment upon successfully reading the words and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| Page 3, Review: The Reading Code – B4, 1.02.1 | 00:07:00 | ||
| In this lesson, we address the most challenging part in learning to read English which is to identify the sounds made by the primary vowels in a word: A, E, I, O, U. For any word or syllable, a vowel has a minimum of two possible sounds: a long sound and a short sound. The lessons on the vowels will use the standard diacritical marks: for long vowels the mark is called a macron; and for short vowels, the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the long vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. In this lesson, students are introduced to the reading code. The reading code is a logical way to identify the sound of the vowel in a word and sets the foundation for students to become effective readers. | |||
| 1.02.2 Say, Listen, and Circle: kite/kit – Page 7-8 | 00:13:00 | ||
| In this lesson, students will make a connection between spoken and printed words. Students will learn to recognize that when they hear a vowel say its name in a word, the word will have two vowels. When they hear the short vowel sound in a word, the word will have one vowel. This is one video lesson with two parts: Part 1 of 2 First, students will complete page 7 with the video lesson. Then they will pause the video to complete page 8 independently. Part 2 of 2 After the students complete page 8 independently, they will unpause the video and return to the video lesson. This part of the video lesson adds an element of fun by showing a page that a student completed as part of the review. Each box has a pair of words that have been intentionally placed together for students to carefully contemplate which word has the correct vowel sound to match the picture. This concept can be reinforced by having students color the vowels red and the consonants blue in each word. This is effective to provide a visual image for students to identify how many vowels are in a word. | |||
| Page 9, Read and Connect – B4, 1.03.1 | 00:13:00 | ||
| this video is a summer camp group of students In this lesson, students will progress from reading words to reading phrases. Students will continue to develop their understanding of the reading code by using accent marks to identify the vowel sounds in words. Students will learn to recognize and recall the word near that is repeated in each of the phrases. These are essential steps in preparation to read short stories. Students feel a sense of accomplishment upon successfully reading the phrases and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| 1.04.1 Read the Story about Sam and the Cap – Page 10 | 00:15:00 | ||
| This is a really exciting time for students! In this lesson, students will follow three steps to read a short story: 1) Identify the vowel sounds with accent marks; 2) Recognize a group of sight words with a memorable phrase, “Sight word alert!”; 3) Make a connection to recognize and recall words that are repeated in the story. This lesson has two parts: Part 1 of 2: The lesson starts with students following three steps to read the story. Then, students become the illustrators and draw pictures for the story! Part 2 of 2: Students will read the story again with a group of students who will understand that a sight word is a super challenge word that does not follow the reading code strategy. This lesson adds an element of fun to show students the illustrations that another reading friend completed to show their creativity and understanding of the story. Students feel a sense of accomplishment upon successfully reading the story and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” 2) Sight Word Alert! Color the picture with the sight words - page 11 | |||
| 1.04.2 Sight Word Alert! Color the sight words – Page 11 | 00:05:00 | ||
| Long and Short Vowels : Lesson Plan 4 -Sight Word Alert! Color the picture with the sight words In this lesson, students will reinforce their recognition of the sight words from the story by first reading the sight words and then coloring in the picture by matching the sight word to the color key | |||
| 1.05.1 Warm-up; The Reading Code – Page 3 | 00:07:00 | ||
| In this lesson, we address the most challenging part in learning to read English which is to identify the sounds made by the primary vowels in a word: A, E, I, O, U. For any word or syllable, a vowel has a minimum of two possible sounds: a long sound and a short sound. The lessons on the vowels will use the standard diacritical marks: for long vowels the mark is called a macron; and for short vowels, the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the long vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. In this lesson, students are introduced to the reading code. The reading code is a logical way to identify the sound of the vowel in a word and sets the foundation for students to become effective readers. | |||
| 1.05.2 Finish the Words – Page 12 | 00:09:00 | ||
| In this lesson, students will listen to a word and fill in the missing vowels to connect the strategies they are learning for reading to spelling. The words will follow the pattern of the reading code: when there’s two vowels in a word, the first vowel says its name (this is called a long vowel sound) and the second vowel is quiet (it doesn’t make any sounds) and when there’s only one vowel in a word, that one vowel makes a short vowel sound. | |||
| Page 2, Warm-up: Consonant Sounds – B1, 1.06.1 | 00:05:00 | ||
| (this video includes other students in a group setting) In this lesson, students will make an association between the name of a letter, the consonant sound the letter makes and the imaginary picture image of the letter in a fun systematic way. We have found this approach to be effective for students to practice and recall these key concepts in the foundation of learning to read. Important note: Some children pronounce consonants followed with an /uh/ sound. It is normal to make a consonant sound louder by adding an /uh/” sound. That /uh/ sound should be diminished. To address this potential habit, we use “helpful hints” to model the consonant sound of each letter and we ask students to be our echo for them to hear the sounds of the letters correctly. | |||
| 1.06.2 Connect the Letters – Page 13 | 00:08:00 | ||
| In this lesson, students learn and understand that spoken words have a letter-sound correspondence. In this lesson, students will make a connection between a letter and its corresponding consonant or vowel sound. Students will listen to a spoken word then identify, and connect the letters that represent the first, middle, and final sound in the word. This lesson adds an element of fun for students to color in the bubbles after they connect the letters that make the word. | |||
| 1.07.1 Write a Simple Sentence: Noun and Verb – Page 16 | 00:06:00 | ||
| In this lesson, students will learn that the conventions of a simple sentence consists of two parts: a noun and a verb. Students will learn and understand that a noun can be a person, a place, or a thing. A verb is an action word, it tells us something the noun is doing or already did. An element of fun is added when students write their name to be the noun for the action word, the verb to complete the sentence. | |||
| 1.07.2 Identify the Drawing – Page 15 | 00:06:00 | ||
| In this lesson, students will make a connection between a printed word and a picture. The connection between the printed word and the picture develops the visual word bank and vocabulary. This lesson adds an element of fun for students to cut out the squares with the words and glue them to the matching picture. | |||
| Lesson 2: Mike waits for the Rain | |||
| Page 3 Review: The Reading Code – B2, 2.01.1 | 00:07:00 | ||
| In this lesson, we address the most challenging part in learning to read English which is to identify the sounds made by the primary vowels in a word: A, E, I, O, U. For any word or syllable, a vowel has a minimum of two possible sounds: a long sound and a short sound. The lessons on the vowels will use the standard diacritical marks: for long vowels the mark is called a macron; and for short vowels, the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the long vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. In this lesson, students are introduced to the reading code. The reading code is a logical way to identify the sound of the vowel in a word and sets the foundation for students to become effective readers. | |||
| 2.01.2 Learn to Be a Vowel Detective – page 18 | 00:20:00 | ||
| In this lesson, students will learn how to be a vowel detective! Students will follow three steps to read the words: 1) Students will use a memorable phrase, “Find the first vowel and give it the code” as the first step to read each word; 2) Students will further develop their understanding of the vowel sound by writing the accent mark above the vowels to answer the question is the first vowel with a vowel after or without a vowel after?; 3) Students will trace the number 2 or 1 in a box to represent the basic rule: when there’s two vowels in a word, the first vowel says its name (this is called a long vowel sound) and the second vowel is quiet (it doesn’t make any sounds) and when there’s only one vowel in a word, that one vowel makes a short vowel sound. At this level, it is common for students to confuse the b and d, to add a fun and visual image, we ask students to imagine that the tall part of the letter b looks like the tall back of a bear with its fur sticking straight up in the words bait and bat. We have found this to be an effective approach to address the confusion students encounter with the consonant sounds in the letters b and d. Students feel a sense of accomplishment upon successfully reading the words and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| 2.02.1 Warm-up: Consonant Sounds – page 2 | 00:05:00 | ||
| (this video includes other students in a group setting) In this lesson, students will make an association between the name of a letter, the consonant sound the letter makes and the imaginary picture image of the letter in a fun systematic way. We have found this approach to be effective for students to practice and recall these key concepts in the foundation of learning to read. Important note: Some children pronounce consonants followed with an /uh/ sound. It is normal to make a consonant sound louder by adding an /uh/” sound. That /uh/ sound should be diminished. To address this potential habit, we use “helpful hints” to model the consonant sound of each letter and we ask students to be our echo for them to hear the sounds of the letters correctly. | |||
| 2.02.2 Say. Listen, and Circle: tap/tape – page 19 | 00:10:00 | ||
| In this lesson, students will continue to develop their understanding to identify the vowel sounds in words. Students will learn to recognize that when they hear a vowel say its name in a word, the word will have two vowels. When they hear the short vowel sound in a word, the word will have one vowel. Students will listen to a spoken word to make a connection between spoken and printed words. The connection between the picture and the printed word develops the visual word bank and vocabulary. Each box has a pair of words that have been intentionally placed together for students to carefully contemplate which word has the correct vowel sound to match the picture. | |||
| 2.02.3 Say, Listen, and Circle: pine/pin – page 20 | 00:08:00 | ||
| In this lesson, students will continue to develop their understanding to identify the vowel sounds in words. Students will learn to recognize that when they hear a vowel say its name in a word, the word will have two vowels. When they hear the short vowel sound in a word, the word will have one vowel. Students will listen to a spoken word to make a connection between spoken and printed words. The connection between the picture and the printed word develops the visual word bank and vocabulary. Each box has a pair of words that have been intentionally placed together for students to carefully contemplate which word has the correct vowel sound to match the picture. | |||
| Page 21, Read and Connect with Near -B4, 2.04.1 | 00:23:00 | ||
| In this lesson, students will progress from reading words to reading phrases. Students will continue to develop their understanding of the reading code by using accent marks to identify the vowel sounds in words. Students will learn to recognize and recall the word near that is repeated in each of the phrases. These are essential steps in preparation to read short stories. Super Challenge: Students will demonstrate their ability to recognize one of two nouns as in the phrase a vane near a van and bait near a fish. In this case, students should identify the picture that matches the word they recognize (van and fish) and that will direct them to the picture of a vane and bait to acquire a new understanding for their vocabulary word bank. Students are engaged with visual examples provided as they read the words to further develop their understanding of the words. Students feel a sense of accomplishment upon successfully reading the phrases and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| 2.05.1 Read the Story, Draw, and Discover – page 22 | 00:22:00 | ||
| This is a really exciting time for students! In this lesson, students will apply three strategies to read a short story: 1) Identify the vowel sounds with accent marks; 2) Recognize a group of sight words with a memorable phrase, “Sight word alert!”; 3) Make a connection to recognize and recall words that are repeated in the story. There are three steps to complete this lesson: This lesson starts with asking students to look for clues in words from the word bank and circle that word based on the reading strategy or helpful hint that is given in the video lesson. With prompting and support, students will apply the reading strategies they are learning to read a short story. This lesson adds an element of fun with a visual and audio example of a reading friend leaping in the rain. Students will be the illustrator and draw a picture to show their creativity of the character leaping in the rain! Students feel a sense of accomplishment upon successfully reading the story and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| Page 23, Sight Word Alert! – B6, 2.05.2 | 00:07:00 | ||
| In this lesson, students will reinforce their recognition of the sight words from the story by first reading the sight words and then coloring in the picture by matching the sight word to the color key. This lesson adds an element of fun to show how a reading friend followed the color key and had fun coloring the page with coloring pencils. | |||
| 2.06.1 Identify the Accent Mark – page 24 | 00:17:00 | ||
| In this lesson, students will be vowel detectives! Students will further develop their understanding of the accent marks to identify the vowel sound in a word. Students will associate the short vowel accent mark as a visual image to identify the short vowel sounds in words. The concept of short vowel sounds is quite often an abstract concept to students. The concept becomes understandable when students identify the vowel with the short vowel accent mark. There are three steps to follow in this lesson: Students will draw a box around the vowels in each word to answer the question: How many vowels are in the word?; Students will circle the vowel with the correct accent mark to identify the vowel as making a long or short vowel sound; Students will read the word to complete their understanding of the word for the picture. | |||
| Page 26, Connect the Letters – B1, 2.07.1 | 00:08:00 | ||
| In this lesson, students learn and understand that spoken words have a letter-sound correspondence. In this lesson, students will make a connection between a letter and its corresponding consonant or vowel sound. Students will listen to a spoken word then identify, and connect the letters that represent the first, middle, and final sound in the word. This lesson adds an element of fun for students to color in the bubbles after they connect the letters that make the word. | |||
| 2.07.2 Write a Simple Sentence: Noun and Verb – page 27 | 00:18:00 | ||
| In this lesson, students will learn that the conventions of a simple sentence consists of two parts: A noun can be a person, a place, or a thing; A verb is an action word, it tells us something the noun is doing or already did. Students will learn and practice the basic conventions of sentence writing: begin a sentence with a capital letter and end with a punctuation mark. An element of fun is added when students write their name to be the noun for the action word, the verb to complete the sentence. | |||
| 2.08.1 Warm-up: The Reading Code – page 3 | 00:07:00 | ||
| In this lesson, we address the most challenging part in learning to read English which is to identify the sounds made by the primary vowels in a word: A, E, I, O, U. For any word or syllable, a vowel has a minimum of two possible sounds: a long sound and a short sound. The lessons on the vowels will use the standard diacritical marks: for long vowels the mark is called a macron; and for short vowels, the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the long vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. In this lesson, students are introduced to the reading code. The reading code is a logical way to identify the sound of the vowel in a word and sets the foundation for students to become effective readers. | |||
| 2.08.2 Cut, Match, and Glue- page 25 | 00:16:00 | ||
| In this lesson, students will listen to a spoken word to determine the short vowel sound they hear in the word. This lesson adds an element of fun for students to cut out the squares with the words and glue them next to the matching vowel sound. There are three steps to complete this lesson: The lesson starts by telling students they are going to be vowel detectives! But first, they will pause the video and cut out the squares with the words at the bottom of the page; Once they have all the squares ready, they will unpause the video and return for the next step in the lesson. The video lesson will give students a specific word for them to find the square that has that specific word and the student will identify if the word has a long or short vowel sound. As the final step, students will glue the square in the space with the matching long or short vowel sound. The lesson repeats these steps for each of the words in the squares. | |||
| Lesson 3: Pat and her Cat | |||
| 3.00.1 Overview of Lesson 3, Book 3 | 00:00:00 | ||
| Page 3, Long and Short Vowel Words with b and d, B5, 3.01.1 | 00:07:00 | ||
| In this lesson, we address the most challenging part in learning to read English which is to identify the sounds made by the primary vowels in a word: A, E, I, O, U. For any word or syllable, a vowel has a minimum of two possible sounds: a long sound and a short sound. The lessons on the vowels will use the standard diacritical marks: for long vowels the mark is called a macron; and for short vowels, the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the long vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. In this lesson, students are introduced to the reading code. The reading code is a logical way to identify the sound of the vowel in a word and sets the foundation for students to become effective readers. | |||
| 3.01.2 Learn to Be a Vowel Detective – page 30 | 00:19:00 | ||
| In this lesson, students will learn how to be a vowel detective! Students will follow three steps to read the words: 1) Students will use a memorable phrase, “Find the first vowel and give it the code” as the first step to read each word; 2) Students will further develop their understanding of the vowel sound by writing the accent mark above the vowels to answer the question is the first vowel with a vowel after or without a vowel after?; 3) Students will trace the number 2 or 1 in a box to represent the basic rule: when there’s two vowels in a word, the first vowel says its name (this is called a long vowel sound) and the second vowel is quiet (it doesn’t make any sounds) and when there’s only one vowel in a word, that one vowel makes a short vowel sound. At this level, it is common for students to confuse the b and d, to add a fun and visual image, we ask students to imagine that the tall part of the letter b looks like the tall back of a bear with its fur sticking straight up in the words bead, bed, boat, and bat. We ask students to imagine that the round part of the letter d looks like a short round dog’s head in the words bead and bed. We add a friendly smile to the letter d to emphasize it’s a short-round dog’s head. We have found this to be an effective approach to address the confusion students encounter with the consonant sounds in the letters b and d. Students are engaged with visual examples provided as they read the words to further develop their understanding of the words. Students feel a sense of accomplishment upon successfully reading the words and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| Page 2, Review: Consonant Sounds – B1, 3.02.1 | 00:05:00 | ||
| (this video includes other students in a group setting) In this lesson, students will make an association between the name of a letter, the consonant sound the letter makes and the imaginary picture image of the letter in a fun systematic way. We have found this approach to be effective for students to practice and recall these key concepts in the foundation of learning to read. Important note: Some children pronounce consonants followed with an /uh/ sound. It is normal to make a consonant sound louder by adding an /uh/” sound. That /uh/ sound should be diminished. To address this potential habit, we use “helpful hints” to model the consonant sound of each letter and we ask students to be our echo for them to hear the sounds of the letters correctly. | |||
| Page 31, Say. Listen, and Circle – B4, 3.02.2 | 00:11:00 | ||
| In this lesson, students will continue to develop their understanding to identify the vowel sounds in words. Students will learn to recognize that when they hear a vowel say its name in a word, the word will have two vowels. When they hear the short vowel sound in a word, the word will have one vowel. Students will listen to a spoken word to make a connection between spoken and printed words. The connection between the picture and the printed word develops the visual word bank and vocabulary. Each box has a pair of words that have been intentionally placed together for students to carefully contemplate which word has the correct vowel sound to match the picture. | |||
| 3.02.3 Say, Listen, and Circle: pine/pin – page 32 | FREE | 00:10:00 | |
| In this lesson, students will continue to develop their understanding to identify the vowel sounds in words. Students will learn to recognize that when they hear a vowel say its name in a word, the word will have two vowels. When they hear the short vowel sound in a word, the word will have one vowel. Students will listen to a spoken word to make a connection between spoken and printed words. The connection between the picture and the printed word develops the visual word bank and vocabulary. Each box has a pair of words that have been intentionally placed together for students to carefully contemplate which word has the correct vowel sound to match the picture. Students are engaged with visual and audio examples provided as they read the words to further develop their understanding of the words. | |||
| Page 33, Read and Connect with Near – B4, 3.03.1 | 00:21:00 | ||
| In this lesson, students will progress from reading words to reading phrases. Students will continue to develop their understanding of the reading code by using accent marks to identify the vowel sounds in words. Students will learn to recognize and recall the word near that is repeated in each of the phrases. These are essential steps in preparation to read short stories. At this level, it is common for students to confuse the b and d, to add a fun and visual image, we ask students to imagine that the tall part of the letter b looks like the tall back of a bear with its fur sticking straight up in the words box, bat, and boat. We ask students to imagine that the round part of the letter d looks like a short round dog’s head in the word dog. We add a friendly smile to the letter d to emphasize it’s a short-round dog’s head. We have found this to be an effective approach to address the confusion students encounter with the consonant sounds in the letters b and d. Students feel a sense of accomplishment upon successfully reading the phrases and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| 3.04.1 Read the story about Pat and her cat – page 34 | 00:14:00 | ||
| This is a really exciting time for students! In this lesson, students will follow three steps to read a short story: 1) Identify the vowel sounds with accent marks; 2) Recognize and recall a group of sight words with a memorable phrase, “Sight word alert!”; 3) Make a connection to recognize and recall words that are repeated in the story. This lesson has two parts: The lesson starts with introducing students to a group of sight words in the boxes at the bottom of the page. Students will understand that a sight word is a super challenge word that does not follow the reading code strategy. Students will apply the reading strategies they are learning to read a short story. This lesson adds an element of fun for students to cut out the squares with the sight words at the bottom of the page and glue them next to the matching sight word in the story. Students feel a sense of accomplishment upon successfully reading the words and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| 3.04.2 Sight Word Alert! Color the sight words – page 35 | 00:06:00 | ||
| In this lesson, students will reinforce their recognition of the sight words from the story by first reading the sight words and then coloring in the picture by matching the sight word to the color key. | |||
| Page 3, Review: The Reading Code – B , 3.05.1 | 00:07:00 | ||
| In this lesson, we address the most challenging part in learning to read English which is to identify the sounds made by the primary vowels in a word: A, E, I, O, U. For any word or syllable, a vowel has a minimum of two possible sounds: a long sound and a short sound. The lessons on the vowels will use the standard diacritical marks: for long vowels the mark is called a macron; and for short vowels, the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the long vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. In this lesson, students are introduced to the reading code. The reading code is a logical way to identify the sound of the vowel in a word and sets the foundation for students to become effective readers. | |||
| 3.05.2 Identify the Accent Mark – page 36 | 00:17:00 | ||
| In this lesson, students will be vowel detectives! Students will further develop their understanding of the accent marks to identify the vowel sound in a word. Students will associate the long and short vowel accent mark as a visual image to identify the vowel sounds in words. The concept of long and short vowel sounds is quite often an abstract concept to students. The concept becomes understandable when students identify the vowel with the long or short vowel accent mark. There are two steps to follow in this lesson: Students will draw a box around the vowels in each word to answer the question: How many vowels are in the word?; Students will circle the vowel with the correct accent mark to identify the vowel as making a long or short vowel sound; Students will read the word to complete their understanding of the word for the picture. | |||
| 3.06.1 Singular or Plural: One or More than One? – page 37 | 00:07:00 | ||
| In this lesson, students will answer the question: Singular or plural? Students will learn and understand that when there’s only one item in the picture, that answers the question that it is singular and the corresponding word to circle does not have an “s” at the end. When there’s two items in the picture, that answers the question that it is plural and the corresponding word to circle has an “s” at the end. | |||
| Page 38, Read and Draw – B2, 3.06.2 | 00:09:00 | ||
| In this lesson, students will write the accent mark to identify the long and short vowel sound in the words. Students are excited to be the illustrator! Students are encouraged to be creative and draw a picture to demonstrate their understanding of the words. | |||
| 3.07.1 Identify the Drawing – page 39 | 00:09:00 | ||
| In this lesson, students will make a connection between a printed word and a picture. The connection between the printed word and the picture develops the visual word bank and vocabulary. This lesson adds an element of fun for students to cut out the squares with the words and glue them to the matching picture. | |||
| 3.07.2 Write a Simple Sentence: Noun and Verb – page 40 | 00:09:00 | ||
| In this lesson, students will learn that the conventions of a simple sentence is comprised of two parts: a noun and a verb. Students will learn and understand that a noun can be a person, a place, or a thing. A verb is an action word, it tells us something the noun is doing or already did. An element of fun is added when students write their name to be the noun for the action word, the verb to complete the sentence. | |||
| Long and Short Vowels : Lesson Plan 15 – Warm-up: The Reading Code | 00:07:00 | ||
| In this lesson, we address the most challenging part in learning to read English which is to identify the sounds made by the primary vowels in a word: A, E, I, O, U. For any word or syllable, a vowel has a minimum of two possible sounds: a long sound and a short sound. The lessons on the vowels will use the standard diacritical marks: for long vowels the mark is called a macron; and for short vowels, the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the long vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. In this lesson, students are introduced to the reading code. The reading code is a logical way to identify the sound of the vowel in a word and sets the foundation for students to become effective readers. | |||
| Lesson 4: Sam is a Cute Kitten | |||
| 4.00.1 Overview Lesson 4, Book 4 | 00:00:00 | ||
| 4.01.1 Learn to Be a Vowel Detective – B4, page 42 | 00:22:00 | ||
| In this lesson, students will learn how to be a vowel detective! Students will follow three steps to read the words: 1) Students will use a memorable phrase, “Find the first vowel and give it the code” as the first step to read each word; 2) Students will further develop their understanding of the vowel sound by writing the accent mark above the vowels to answer the question is the first vowel with a vowel after or without a vowel after?; 3) Students will trace the number 2 or 1 in a box to represent the basic rule: when there’s two vowels in a word, the first vowel says its name (this is called a long vowel sound) and the second vowel is quiet (it doesn’t make any sounds) and when there’s only one vowel in a word, that one vowel makes a short vowel sound. At this level, it is common for students to confuse the b and d, to add a fun and visual image, we ask students to imagine that the tall part of the letter b looks like the tall back of a bear with its fur sticking straight up in the words cube, cub, tube, and tub. We have found this to be an effective approach to address the confusion students encounter with the consonant sounds in the letters b and d. Students are engaged with visual and audio examples provided as they read the words to further develop their understanding of the words. Students feel a sense of accomplishment upon successfully reading the words and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| 4.02.1 Learn to Be a Vowel Detective – page 43 | 00:11:00 | ||
| In this lesson, students will learn how to be a vowel detective! Students will follow two steps to complete this lesson: 1) Students will write the accent mark above the vowel as a visual reminder that the vowel is making a short vowel sound as in the word umbrella. 2) Students will trace the number 1 in a box to represent the basic rule: when there’s only one vowel in a word, that one vowel makes a short vowel sound. Students are engaged with visual and audio examples provided as they read the words to further develop their understanding of the words. Students feel a sense of accomplishment upon successfully reading the words and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| Page 44, Say, Listen, and Circle – B4, 4.02.2 | 00:08:00 | ||
| In this lesson, students will continue to develop their understanding to identify the vowel sounds in words. Students will learn to recognize that when they hear a vowel say its name in a word, the word will have two vowels. When they hear the short vowel sound in a word, the word will have one vowel. Students will listen to a spoken word to make a connection between spoken and printed words. The connection between the picture and the printed word develops the visual word bank and vocabulary. Each box has a pair of words that have been intentionally placed together for students to carefully contemplate which word has the correct vowel sound to match the picture. Students are engaged with visual examples provided as they read the words to further develop their understanding of the words. | |||
| 4.03.1 Read and Connect with Near – page 45 | 00:22:00 | ||
| In this lesson, students will progress from reading words to reading phrases. Students will continue to develop their understanding of the reading code by using accent marks to identify the vowel sounds in words. Students will learn to recognize and recall the word near that is repeated in each of the phrases. These are essential steps in preparation to read short stories. Students feel a sense of accomplishment upon successfully reading the phrases and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| 4.04.1 Sight Word Bank – page 46 | 00:11:00 | ||
| In this lesson, students will be word detectives! There are two steps to follow in this lesson: Students will look for clues in a word and circle that word in the word bank based on the reading strategy or helpful hint that is given in the video lesson. Students will then find and circle the words from the word bank in the story. The word bank is a group of words that students will recognize and recall as they read the story. | |||
| Page 46, Read the story: Sam the Cute Kitten – B4, 4.04.2 | 00:23:00 | ||
| This is a really exciting time for students! In this lesson, students will apply two strategies to read a short story: 1) Students will be vowel detectives and use accent marks to identify the vowel sounds; 2) Recognize a group of sight words with a memorable phrase, “Sight word alert!”; There are three steps to complete this lesson: This lesson starts with asking students to look for clues in words from the word bank and circle that word based on the reading strategy or helpful hint that is given in the video lesson. With prompting and support, students will apply the reading strategies they are learning to read a short story. This lesson adds an element of fun with a visual and audio example of a reading friend leaping in the rain. Students will be the illustrator and draw a picture to show their creativity of the kitten in the story sitting in the sun. Students are engaged with visual examples provided as they read the story to further develop their understanding of the words. Students feel a sense of accomplishment upon successfully reading the words and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| 4.04.3 Sight Word Alert! – page 47 | 00:06:00 | ||
| In this lesson, students will reinforce their recognition of the sight words from the story by first reading the sight words and then coloring in the picture by matching the sight word to the color key. | |||
| 4.05.1 Warm-up: The Reading Code – page 3 | 00:07:00 | ||
| In this lesson, we address the most challenging part in learning to read English which is to identify the sounds made by the primary vowels in a word: A, E, I, O, U. For any word or syllable, a vowel has a minimum of two possible sounds: a long sound and a short sound. The lessons on the vowels will use the standard diacritical marks: for long vowels the mark is called a macron; and for short vowels, the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the long vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. In this lesson, students are introduced to the reading code. The reading code is a logical way to identify the sound of the vowel in a word and sets the foundation for students to become effective readers. | |||
| 4.05.2 Finish the Words – page 48 | 00:11:00 | ||
| In this lesson, students will listen to a word and fill in the missing vowels to connect the strategies they are learning for reading to spelling. The words will follow the basic rule of the reading code: When there’s two vowels in a word, the first vowel says its name (this is called a long vowel sound) and the second vowel is quiet (it doesn’t make any sounds) and when there’s only one vowel in a word, that one vowel makes a short vowel sound. | |||
| 4.06.1 Warm-up: Consonant Sounds – page 2 | 00:05:00 | ||
| (this video includes other students in a group setting) In this lesson, students will make an association between the name of a letter, the consonant sound the letter makes and the imaginary picture image of the letter in a fun systematic way. We have found this approach to be effective for students to practice and recall these key concepts in the foundation of learning to read. Important note: Some children pronounce consonants followed with an /uh/ sound. It is normal to make a consonant sound louder by adding an /uh/” sound. That /uh/ sound should be diminished. To address this potential habit, we use “helpful hints” to model the consonant sound of each letter and we ask students to be our echo for them to hear the sounds of the letters correctly. | |||
| 4.06.2 Connect the Letters – page 49 | 00:10:00 | ||
| In this lesson, students learn and understand that spoken words have a letter-sound correspondence. In this lesson, students will make a connection between a letter and its corresponding consonant or vowel sound. Students will listen to a spoken word then identify, and connect the letters that represent the first, middle, and final sound in the word. This lesson adds an element of fun for students to color in the bubbles after they connect the letters that make the word. | |||
| 4.07.1 Cut, Match, and Glue – page 50 | 00:12:00 | ||
| In this lesson, students will practice the long vowel /u/ sound as in the word unicorn and the short vowel sound as in the word umbrella by saying the word for a picture and listening very carefully to determine the vowel sound they hear in the word. This lesson adds an element of fun for students to cut out the squares with the words and glue them in the space with the matching long or short vowel sound. | |||
| 4.08.1 Read and Draw – page 51 | 00:08:00 | ||
| In this lesson, students will write the accent mark to identify the vowel sound in the words. Students are excited to be the illustrator! Students are encouraged to be creative and draw a picture to demonstrate their understanding of the words. | |||
| 4.08.2 Write a Simple Sentence – page 53 | 00:05:00 | ||
| In this lesson, students will learn that the conventions of a simple sentence is comprised of two parts: a noun and a verb. Students will learn and understand that a noun can be a person, a place, or a thing. A verb is an action word, it tells us something the noun is doing or already did. An element of fun is added when students write their name to be the noun for the action word, the verb to complete the sentence. | |||
| 4.08.3 Identify the Drawing – page 52 | 00:05:00 | ||
| In this lesson, students will make a connection between a printed word and a picture. The connection between the printed word and the picture develops the visual word bank and vocabulary. This lesson adds an element of fun for students to cut out the squares with the words and glue them to the matching picture. | |||
| Lesson 5: Quick Check on Vowels | |||
| 5.00.1 Overview Lesson 5, Book 3 | 00:00:00 | ||
| 5.01.1 Learn to Be a Vowel Detective: Quick Check! – page 56 | 00:18:00 | ||
| 1) Students will be vowel detectives and demonstrate their understanding of the reading code by writing the accent mark above the vowels to answer the question: Is the first vowel with a vowel after or without a vowel after?; 2) Students will write the number 2 or 1 in a box to represent the basic rule: when there’s two vowels in a word, the first vowel says its name (this is called a long vowel sound) and the second vowel is quiet (it doesn’t make any sounds) and when there’s only one vowel in a word, that one vowel makes a short vowel sound. At this level, it is common for students to confuse the b and d, to add a fun and visual image, we ask students to imagine that the tall part of the letter b looks like the tall back of a bear with its fur sticking straight up in the words bit, bite, tube, tub and bat. We have found this to be an effective approach Students feel a sense of accomplishment upon successfully reading the words and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| 5.02.1 One or More than One: Singular or Plural? – page 57 | 00:03:00 | ||
| In this lesson, students will answer the question: Singular or plural? Students will learn and understand that when there’s only one item in the picture, that answers the question that it is singular and the corresponding word to circle does not have an “s” at the end. When there’s two items in the picture, that answers the question that it is plural and the corresponding word to circle has an “s” at the end | |||
| 5.02.1 Rhyming Words – page 59 | 00:05:00 | ||
| In this lesson, students will learn and understand that rhyming words are words that have the same ending sound. In this lesson, students will listen to a group of spoken words to identify which words rhyme because they have the same ending sound. This lesson adds an element of fun for students to color in the circles of the two matching words. | |||
| 5.03.1 Warm-up: The Reading Code – Page 3 | 00:07:00 | ||
| In this lesson, we address the most challenging part in learning to read English which is to identify the sounds made by the primary vowels in a word: A, E, I, O, U. For any word or syllable, a vowel has a minimum of two possible sounds: a long sound and a short sound. The lessons on the vowels will use the standard diacritical marks: for long vowels the mark is called a macron; and for short vowels, the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the long vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. In this lesson, students are introduced to the reading code. The reading code is a logical way to identify the sound of the vowel in a word and sets the foundation for students to become effective readers. | |||
| 5.03.2 Identify the Accent Marks – page 58 | 00:20:00 | ||
| In this lesson, students will be vowel detectives! Students will further develop their understanding of the accent marks to identify the vowel sound in a word. Students will associate the long and short vowel accent mark as a visual image to identify the vowel sounds in words. The concept of long and short vowel sounds is quite often an abstract concept to students. The concept becomes understandable when students identify the vowel with the short vowel accent mark. There are two steps to follow in this lesson: Students will draw a box around the vowels in each word to answer the question: How many vowels are in the word?; Students will circle the vowel with the correct accent mark to identify the vowel as making a long or short vowel sound; Students will read the word to complete their understanding of the word for the picture. | |||
| 5.04.1 Write and Simple Sentence: Noun and Verb – page 61 | 00:07:00 | ||
| In this lesson, students will learn that the conventions of a simple sentence is comprised of two parts: a noun and a verb. Students will learn and understand that a noun can be a person, a place, or a thing. A verb is an action word, it tells us something the noun is doing or already did. An element of fun is added when students write their name to be the noun for the action word, the verb to complete the sentence. | |||
| 5.04.2 Identify the Drawing – page 60 | 00:05:00 | ||
| In this lesson, students will make a connection between a printed word and a picture. The connection between the printed word and the picture develops the visual word bank and vocabulary. This lesson adds an element of fun for students to cut out the squares with the words and glue them to the matching picture | |||
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