The Long Vowels Foundational Skills Workbook, Book 2, introduces students to a reading strategy designed to help them identify the vowel sound in words. Identifying vowel sounds is the most pressing challenge in the early stages of reading.
The lessons begin with a review of the consonant sounds, which students practiced in Book 1. Next, students are guided through a step-by-step process to determine whether a letter in a word is a vowel or a consonant. This is an essential step for students to transition from identifying letters to reading words.
Now the fun begins! We will teach our students strategies that enable them to read a story at the conclusion of each section. We start by introducing the Reading Code, the first strategy to recognize the sound of the vowels. As students read long vowel words in each lesson, they also advance their knowledge of consonant sounds.
Throughout the workbook, students write long vowel accent marks before reading the words to provide a visual understanding of the vowel sound. Students learn that if the vowel is a long vowel, it says its name. Examples of words with long vowel sounds are kite, gate, and leaf.
The words in each lesson have been carefully chosen to allow students to practice their understanding of long vowel sounds in reading phrases, short stories, and various activities, such as Read and Draw and Identify the Drawing. With prompting and support, students will read words they have already practiced and decode new words in the context of sentences.
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: Consonant sounds and words ending in a Final-e | |||
| Overview of Long Vowels, Book 2 1.00.1 | FREE | 00:00:00 | |
| Page 1, Warm Up Letter Names, B2-1.01. | 00:01:00 | ||
| In this lesson, students point or “slide” from one letter to the next focusing on the letter visually as they say its name. The ability to recognize and recall names is an essential skill in the foundation of reading. | |||
| Page 4 Circle the Letter, B2-1.01.2 | FREE | 00:10:00 | |
| In this lesson, students will demonstrate their ability to identify and recall the beginning consonant sound in words. Students will listen to a spoken word to make a connection between the spoken word and its beginning consonant sound. The ability to identify and recall the consonant sounds is essential for a student to blend sounds together to read words. 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 and the round part of the letter d looks like a short round dog’s head. 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. | |||
| Page 2, Warm-up: Consonant Sounds – B2, 1.02.1 | 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 5, Circle the Letter, B2,1.02.2 | FREE | 00:00:00 | |
| In this lesson, students will demonstrate their ability to identify and recall the beginning consonant sound in words. Students will say the word for a picture to make a connection between the spoken word and its beginning consonant sound. The ability to identify and recall the consonant sounds is essential for a student to blend sounds together to read words. Please note: The words for the pictures are in the range of familiar to unfamiliar items. We recommend for student’s to first try saying their best word for the picture and to confidently ask for support if needed to identify the word for a picture. | |||
| Page 1, Review Letter Names – B2, 1.03.1 | 00:01:00 | ||
| In this lesson, students point or “slide” from one letter to the next focusing on the letter visually as they say its name. The ability to recognize and recall names is an essential skill in the foundation of reading. | |||
| Page 6, Circle the Letter, B2, 1.03.2 | FREE | 00:00:00 | |
| In this lesson, students will demonstrate their ability to identify and recall the beginning consonant sound in words. Students will listen to a parent, reading coach or tutor pronounce the word and then make a connection between the spoken word and its beginning consonant sounds. The ability to identify and recall the consonant sounds is essential for a student to blend sounds together to read words. Please note: The words for the pictures are in the range of familiar to unfamiliar items. We recommend that the student first try saying their best interpretation of word for the picture and to confidently ask for support if needed to identify the word for a picture. | |||
| Page 2, Review Consonant Sounds – B2, 1.04.1 | 00:05:00 | ||
| 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 7, Circle the Letter – B2, 1.04.2 | 00:00:00 | ||
| In this lesson, students will demonstrate their ability to identify and recall the beginning consonant sound in words. Students will listen to a spoken word to make a connection between the spoken word and its beginning consonant sounds. The ability to identify and recall the consonant sounds is essential for a student to blend sounds together to read words. Please note: The words for the pictures are in the range of familiar to unfamiliar items. We recommend for student to first try to say their interpretation of the word represente in the picture and to confidently ask for support if needed to identify the word for a picture. | |||
| Page 10, Color the Apples – B2, 1.05.1 | 00:00:00 | ||
| This video provides an introduction on the steps to complete the lesson and then allows students to complete the lesson independently. After the student completes the activity, they can match their page to a page another student completed. In this lesson, students will be instructed to remember that when they sing the ABC song, the letters have two jobs: a name and a sound. Students will first identify the letters in the ABC song that are identified as vowels. Then they will color the apples that have a vowel letter red. All the other apples have letters that are consonants. Students will color the apples that have a consonant letter green. The ability for a student to identify a letter as a vowel or a consonant is essential to their foundation in learning to read. | |||
| Page 11, Color the Vowels: Long Vowels, B2, 1.06.1 | 00:07:00 | ||
| In this lesson, students will be vowel detectives! Students will listen to a spoken word to make a connection between the spoken word and its long vowel sound. The ability to identify and recall the long vowel sound in a word is essential for students to read long vowel words. A long vowel sound is identified as a vowel that says its name. | |||
| Page 3, Introduction to the Reading Code, B2, 1.07.1 | 00:04:00 | ||
| 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. The lessons on the vowels will use the standard diacritical marks: for long vowels the mark is called a macron. 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 12, Learn to Be a Vowel Detective, B2, 1.07.2 | 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 first vowel and crossing out the second vowel; 3) Students will trace the number 2 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). 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 word bite. 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!” | |||
| Page 2, Review: Consonant Sounds, 1.08.1 | 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 13, Say, Listen, and Circle: cake/coat, B2, 1.08.2 | 00:07:00 | ||
| In this lesson, students will continue to develop their understanding to identify and recall the consonant and vowel sounds in words. 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 consonant or vowel sound to match the picture. | |||
| Page 16, Understanding Sentence Structure, B2, 1.09.1 | 00:04:00 | ||
| 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. | |||
| 1.10.1 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. | |||
| Page 14, Say, Listen, and Circle: time/tide, B2, 1.10.2 | FREE | 00:07:00 | |
| In this lesson, students will continue to develop their understanding to identify and recall the consonant and vowel sounds in words. 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 consonant or vowel sound to match the picture. | |||
| Page 15, Cut, Match, Glue!, B2, 1.11.1 | 00:12:00 | ||
| (this video includes an element of fun for students to follow along with other students in a group setting) In this lesson, students will practice the long vowel sounds by saying the word for a picture and listening very carefully to determine the long 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. | |||
| Page 17, Identify the Drawing, B2, 1.11.2 | 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. | |||
| 1.12.2 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. | |||
| Lesson 2: Learning to be a Vowel Detective | |||
| Page 3, Review: The Reading Code – 2.01.1 | 00:04:00 | ||
| 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. The lessons on the vowels will use the standard diacritical marks: for long vowels the mark is called a macron. 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 will practice 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 20, Learn to Be a Vowel Detective – B2, 2.01.2 | 00:18:00 | ||
| In this lesson, students will 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 first vowel and crossing out the second vowel; 3) Students will trace the number 2 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). Students are especially 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 3, The reading code-Long Vowels – 2.02.1 | 00:04:00 | ||
| In this lesson, students will practice 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 21, Learn to Be a Vowel Detective:B2, 2.02.2 | 00:14:00 | ||
| In this lesson, students will 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 first vowel and crossing out the second vowel; 3) Students will trace the number 2 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). Students are especially engaged with visual and audio examples provided as they read the words to further develop their understanding of the words. 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 round part of the letter d looks like a short round dog’s head in the word ride. 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 words and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| Page 22, Say, Listen, and Circle: cone/cane- B2, 2.03.1 | 00:08:00 | ||
| In this lesson, students will continue to develop their understanding to identify and recall the consonant and vowel sounds in words. 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 consonant or vowel sound to match the picture. | |||
| Page 23, Say, Listen, and Circle: B2, 2.03.1 | 00:07:00 | ||
| In this lesson, students will continue to develop their understanding to identify and recall the consonant and vowel sounds in words. 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 consonant or vowel sound to match the picture. | |||
| Page 24, Read and Connect: B2, 2.04.1 | 00:15:00 | ||
| 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 word bike. 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!” | |||
| Page 25, Read the Story, Jane and Mike make a Kite – B5, 2.05.1 | 00:17:00 | ||
| 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 the reading code and accent marks; 2) Recognize and recall a group of sight words; 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 story and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| Page 26, Sight Word Alert! Color the Picture with Sight Words – B2, 2.05.2 | 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 27, Finish the Words: Long Vowel with a Final-e – B2, 2.06.1 | 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 pattern of the reading code that when the first vowel says its name (it’s called a long vowel sound) and the second vowel is quiet (it doesn’t make any sounds). | |||
| Page 28, Read and Draw: Long Vowel /I/ – B2, 2.06.2 | 00:05:00 | ||
| In this lesson, students will apply the reading code to read words with a long vowel /i/ and Final-e. Students are excited to be the illustrator! Students are encouraged to be creative and draw a picture to demonstrate their understanding of the words. | |||
| Page 30, Write a Simple Sentence – B2, 2.07.1 | 00:07:00 | ||
| 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. | |||
| Page 29, Read and Draw: Long Vowel with a Final-e, 2.07.2, B2 | 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 3: Jane and Mike Eat at the | |||
| Page 32, Learn to Be a Vowel Detective: B2, 3.01.1 | FREE | 00:15:00 | |
| In this lesson, students will 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 first vowel and crossing out the second vowel; 3) Students will trace the number 2 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). 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 bee and beep. We ask students to imagine that the round part of the letter d looks like a short round dog’s head in the words deer and seeds. 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 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 34. Say, Listen, and Circle: team/time – B2, 3.02.2 | 00:07:00 | ||
| In this lesson, students will continue to develop their understanding to identify and recall the consonant and vowel sounds in words. 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 consonant or vowel sound to match the picture. Students are especially engaged with visual and audio examples provided as they read the words to further develop their understanding of the words. | |||
| Page 33, Learn to Be a Vowel Detective – B2, 3.03.1 | 00:12:00 | ||
| In this lesson, students will 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 first vowel and crossing out the second vowel; 3) Students will trace the number 2 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). 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 bean and beak. 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!” | |||
| 3.04.1 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. | |||
| Page 35, Say, Listen, and Circle: bee/bean- B2, 3.04.2 | 00:07:00 | ||
| In this lesson, students will continue to develop their understanding to identify and recall the consonant and vowel sounds in words. 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 consonant or vowel sound to match the picture. Students are especially engaged with visual and audio examples provided as they read the words to further develop their understanding of the words. | |||
| Page 36, Read and Connect – B2, 3.05.1 | FREE | 00:14:00 | |
| 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 bee and beak. We add a friendly smile to the letter d to emphasize it’s a short-round dog’s head in the words road and seeds. 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 phrases and express their excitement by giving a thumbs-up and saying, “I’m a Super Reader!” | |||
| Page 37, Sight Word Alert! – B2, 3.06.1 | 00:08:00 | ||
| In this lesson, students will be guided to read a group of sight words by identifying the vowel sound in a word. Students will understand that a sight word is a super challenge word that does not follow the reading code strategy. Students will then demonstrate their ability to recall this group of sight words by reading these words in a story. | |||
| Page 38, Read the Story, Jane and Mike at the Beach – B2, 3.06.2 | 00:19:00 | ||
| 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 the reading code and accent marks; 2) Recognize and recall a group of sight words with a catchy phrase, “Sight word alert!”; 3) Make a connection to recognize and recall words that are repeated in the story. 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 story and express their excitement by giving a thumbs-up and saying, “I’m a Super Reader!” | |||
| Page 39, Color the sight words! – B2, 3.06.3 | 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. | |||
| 3.07.1 Warm-up: The Reading Code – Page 3 | 00:04:00 | ||
| In this lesson, students will practice 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. 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. The lessons on the vowels will use the standard diacritical marks: for long vowels the mark is called a macron. 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. | |||
| Page 40, Finish the Words: Long Vowel – B2, 3.07.2 | 00:12:00 | ||
| 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 that when the first vowel says its name (it’s called a long vowel sound) and the second vowel is quiet (it doesn’t make any sounds | |||
| 3.08.1 Warm-up: The Reading Code – Page 3 | 00:04:00 | ||
| (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 41, Read and Draw – B2, 3.08.2 | 00:15:00 | ||
| In this lesson, students will apply the reading code to read words with a long vowel /i/ and Final-e. Students are excited to be the illustrator! Students are encouraged to be creative and draw a picture to demonstrate their understanding of the words. | |||
| Page 43, Write a Simple Sentence – B2, 3.09.1 | 00:13:00 | ||
| 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. | |||
| Page 42, Identify the Drawing – B2, 3.09.2 | 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. | |||
| Lesson 4: Jane Takes off her Socks | |||
| Page 46, Be a Vowel Detective – B2, 4.01.1 | 00:17:00 | ||
| In this lesson, students will 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 first vowel and crossing out the second vowel; 3) Students will trace the number 2 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). Students will recognize a rhyming pattern in the group of words: hair, pair, fair and sail, mail, pail. 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 Warm-up: Consonant Sounds – Page 2 | 00:05:00 | ||
| 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 48, Say, Listen, and Circle – B2, 4.02.2 | 00:07:00 | ||
| In this lesson, students will continue to develop their understanding to identify and recall the consonant and vowel sounds in words. 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 consonant or vowel sound to match the picture. Super Challenge: Students will demonstrate their ability to distinguish between similarly spelled words by identifying the sounds of the letters that differ. | |||
| Page 47, Learn to be a Vowel Detective – B2, 4.03.1 | 00:14:00 | ||
| In this lesson, students will be a vowel detective! Students will follow three steps to read the words: 1) Students will use a catchy-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 first vowel and crossing out the second vowel; 3) Students will trace the number 2 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). Super Challenge: Students will demonstrate their ability to distinguish between similarly spelled words by changing the ending consonant sound to build a new word as in the words goat/goal and soap/soak. 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!” | |||
| 4.04.1 Warm-up: Consonant Sounds – Page 2 | 00:05:00 | ||
| 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 49, Say, Listen, and Circle – B2, 4.04.2 | 00:07:00 | ||
| In this lesson, students will continue to develop their understanding to identify and recall the consonant and vowel sounds in words. 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 consonant or vowel sound to match the picture. Super Challenge: Students will demonstrate their ability to distinguish between similarly spelled words by identifying the sounds of the letters that are different to build a new word as in the words roar and roam. | |||
| 4.05.1 Read and Connect – Page 50 | 00:16:00 | ||
| 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 boat near a moat. In this case, students should identify the picture that matches the word they recognize (boat) and that will direct them to the picture of a moat to acquire a new understanding for their vocabulary word bank. This lesson has two parts: First, students will read phrases 4, 5, & 6 with the video lesson. Then, students will pause the video to practice reading phrases 5 & 6 independently (without the video lesson). After the students practice reading the phrases independently, they will unpause the video and review their understanding of phrases 5 & 6 with the video lesson. 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!” | |||
| 4.06.1 Sight Word Alert! – Page 51 | 00:05:00 | ||
| In this lesson, students will be guided to read a group of sight words by identifying the vowel sound in a word. Students will understand that a sight word is a super challenge word that does not follow the reading code strategy. Students will then demonstrate their ability to recall this group of sight words by reading these words in a story. | |||
| 4.06.2 Read the Story, Jane Takes off her Socks – Page 52 | 00:20:00 | ||
| 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 the reading code and accent marks; 2) Recognize and recall a group of sight words with a catchy 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. 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!” | |||
| 4.06.3 Sight Word Alert! – Page 53 | 00:05:00 | ||
| 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 – B2, 4.07.1 | 00:04:00 | ||
| 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. | |||
| 4.07.1 Read and Draw, mail/pail – Page 55 | 00:12:00 | ||
| In this lesson, students will apply the reading code to read words with a long vowel /a/. Students are excited to be the illustrator! Students are encouraged to be creative and draw a picture to demonstrate their understanding of the words. | |||
| 4.08.1 Identify the Drawing: Long Vowel /o/ – page 56 | 00:07:00 | ||
| 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. | |||
| 4.08.2 Write a Simple Sentence: Noun and Verb – Page 57 | 00:13:00 | ||
| 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. | |||
| 4.09.1 Warm-up: The Reading Code – Page 3 | 00:04:00 | ||
| In this lesson, students will practice 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. 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. The lessons on the vowels will use the standard diacritical marks: for long vowels the mark is called a macron. 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. | |||
| 4.09.2 Finish the Words: Long Vowel /a/ and /o/ – page 54 | 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 pattern of the reading code that when the first vowel says its name (it’s called a long vowel sound) and the second vowel is quiet (it doesn’t make any sounds). | |||
| Lesson 5: Mike rides his Bike | |||
| 5.01.1 Learn to Be a Vowel Detective: Quick Check! – Page 60 | 00:21:00 | ||
| In this lesson, students will demonstrate their ability to recall and apply the reading strategies they have practiced in the previous lessons. Students will complete 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 write the accent mark above the first vowel and cross out the second vowel to identify the vowel sound in a word; 3) Students will trace the number 2 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). 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 word bake. We ask students to imagine that the round part of the letter d looks like a short round dog’s head in the word ride. 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 words and express their excitement by saying, “I’m a Super Reader!” | |||
| Page 61, Be a Vowel Detective: Quick Check! 5.02.1, B2 | 00:16:00 | ||
| In this lesson, students will demonstrate their ability to recall and apply the reading strategies they have practiced in the previous lessons. Students will complete 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 write the accent mark above the first vowel and cross out the second vowel to identify the vowel sound in a word; 3) Students will trace the number 2 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). 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 word bake. We ask students to imagine that the round part of the letter d looks like a short round dog’s head in the word ride. 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 words and express their excitement by saying, “I’m a Super Reader!” | |||
| 5.03.1 Be a Vowel Detective- Page 62 | 00:20:00 | ||
| In this lesson, students will demonstrate their ability to recall and apply the reading strategies they have practiced in the previous lessons. Students will complete 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 write the accent mark above the first vowel and cross out the second vowel to identify the vowel sound in a word; 3) Students will trace the number 2 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). 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. We ask students to imagine that the round part of the letter d looks like a short round dog’s head. 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 words and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| 503.2 Read & Draw: Long Vowels /a/, /e/, and /o/ – Page 67 | 00:12:00 | ||
| In this lesson, students will apply the reading code to read words with a long vowel sound. Students are excited to be the illustrator! Students are encouraged to be creative and draw a picture to demonstrate their understanding of the words. This lesson adds an element of fun to show students the illustrations that another student completed to show their creativity and understanding of the words. | |||
| 5.04.1 Read and Connect Phrases: Quick Check! – Page 63 | 00:21:00 | ||
| In this lesson, students will demonstrate their understanding of the reading code by using accent marks to identify the vowel sounds in words. Students will 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!” | |||
| 5.05.1 Mike Rides His Bike – Page 64 | 00:20:00 | ||
| In this lesson, students will demonstrate their ability to read long vowel words with sufficient accuracy to support fluency combined with prompting and support to read a group of sight words. In this lesson, students will follow three steps to read a short story: 1) Identify the vowel sounds with the reading code and accent marks; 2) Recognize and recall a group of sight words with a catchy 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 story and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| 5.05.2 Sight Word Alert! – Page 65 | 00:11:00 | ||
| In this lesson, students will reinforce their recognition of the sight words that have been practiced throughout this series of lessons 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 markers. | |||
| 5.06.1 Cut, Match, Glue! What vowel sound do you hear? – Page 66 | 00:18:00 | ||
| In this lesson, students will apply the reading code to read a word. As they are saying the word for a picture out loud, students will listen carefully to determine the long 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. The lesson concludes by sharing a page that a reading friend completed to show how they glued the words to the matching vowel sounds to show they were a Super Reader! | |||
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