Welcome, Reading Coaches!
We are pleased to welcome you to the first step in your comprehensive training journey! Your dedication is essential as we work together to empower students and turn them into successful Super Readers.
This course is designed to provide you with immediate, practical knowledge—the “What to Do”—by immersing you directly into the curriculum’s structure and flow.
Your Training: The Shared Experience
To ensure you gain the necessary practical skills for successful coaching, your initial video training has two specific, integrated purposes.
Purpose 1: Establish the Shared Instructional Experience
Your first goal is to establish a Shared Instructional Experience by seeing the lesson through the student’s eyes.
- As you watch the student instructional videos, you must complete the corresponding lesson exercises simultaneously.
- You will use the student pages or worksheets provided in the Reading Coach Reference Guide, in the RCRG manual, or on the specific lesson page, just as the student would.
- This hands-on activity provides a kinesthetic and visual experience, giving you key insight into the student’s learning process and the specific challenges they face, such as practicing tracing letters or applying the Reading Code.
Purpose 2: Master the Coaching Dialogue and Socratic Method
Your second goal is to master the structure and dialogue required for a confident and effective reading coach session.
- After reviewing the student lesson and completing the worksheet, you will watch the paired Reading Coach Example Video.
- Pay close attention to the reading coach videos that show how to use the Socratic approach. This method utilizes targeted questioning (as indicated by the highlighted blue-text prompts in the RCRG) to guide students in discovering reading rules and strategies independently.
- Mastering this Socratic approach is essential, as it is used consistently throughout the program and provides the foundation for leading an effective, student-centered coaching session.
Course Curriculum
| Teaching The Reading Code | |||
| Overview of Long Vowels, Book 2 1.00.1 | FREE | 00:00:00 | |
| Pages 4-7, Reading Coach Review B2, 1.04.3 | 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 Intro: Color the Apples – B2, RC 1.05.0 | 00:00:00 | ||
| You are ready to begin Lesson One of the Long vowels course on page 10. The page on the left side shows the page at the beginning of the lesson, and on the right, the page should appear at the end of the lesson. There are two goals for this lesson. The first is for students to understand that the letters in the ABC song are either consonants or vowels. The second goal is for students to say the names of the vowels: a, e, i, o, and u. You will need two different color markers for the student to distinguish between a consonant and a vowel. | |||
| 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 10 Review: Color the Apples – RC B2, 1.05.2 | 00:00:00 | ||
| As a review of the lesson goals, you will confirm that the student recognizes that all letters are either consonants or vowels and they can say the names of the vowels, A, E, I, O and U. Just as the reading coach ended the session, you will ask the student the following questions. “What are the letters in red called?” After the student answers, “They are called vowels.” As the reading coach, you will respond enthusiastically with “Yes” to confirm the student’s response is correct. You will then ask the student, “What is everything else in green called?” After the student answers, “They are called consonants.” You will give a warm and enthusiastic “Yes, excellent. Page 10 is often an easy page for a student. This lesson reviews the student’s understanding that letters are either a vowel or consonants. If a student lacks this understanding, you can spend more time reviewing | |||
| Page 11 Intro: Color the Vowels – B2 RC 1.06.0 | 00:00:00 | ||
| This lesson is designed to develop the student’s recognition of a long vowel sound in a word. The teacher in the lesson will pronounce each word, and review the approach to identify a long vowel by it’s sound. There are two goals for this lesson. The first is develop a student’s ability to identify a long vowel sound in a word and the second is the create an association between the pronunciation of a word and a picture of the word. Please proceed to the next session and view the student lesson page 11. After the lesson, you will watch a reading coach session on this page. | |||
| 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 11, Review: Color the Vowels – B2 RC, 1.06.2 | 00:00:00 | ||
| The words for the six pictures on this page are listed on the lower left corner of your teacher’s guide Book 2 on page 11. Although this is a short lesson, you can spend time working with a student to help them to detect and identify the long vowel sound in the words in this lesson. This skill will be used shortly as we move into the role of a vowel detective. | |||
| Page 3, Coach: Intro to the Reading Code Lesson, B2, 1.07.0 RC | 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 3, Review of the Intro to the Reading Code, B2, 1.07.2 RC | 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, Coaching Intro to the Vowel Detective, 1.07.3 B2 RC | 00:04:00 | ||
| Let's start with an introduction to the reading code, followed by the reading coach lesson, as it will be presented to a student. Afterward, we will review the key parts of how you conduct the reading coach session. | |||
| 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 12, Coach to be a Vowel Detective B2 1.07.4 RC | 00:05:00 | ||
| Let's start with an introduction to the reading code, followed by the reading coach lesson, as it will be presented to a student. Afterward, we will review the key parts of how you conduct the reading coach session. | |||
| Page 13, Intro: Say, Listen, Circle, B2, RC, 1.08.0 | 00:04:00 | ||
| This lesson “Say, listen and Circle” is a standard lesson type that is replicated 8 times using different words to expand a student’s reading skills. The pages are 13, 14, 22, 23, 34, 35,48 and 49. The Say listen and circle lesson type is a core lesson and follows a Learn to be a vowel detective lesson You can provide as much support as a student needs to become comfortable with the reading code. We will now provide some examples of how to review the reading code with your students | |||
| 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, Write a Simple Sentence, B2 RC, 1.09.0 | 00:04:00 | ||
| This lesson “Say, listen and Circle” is a standard lesson type that is replicated 8 times using different words to expand a student’s reading skills. The pages are 13, 14, 22, 23, 34, 35,48 and 49. The Say listen and circle lesson type is a core lesson and follows a Learn to be a vowel detective lesson You can provide as much support as a student needs to become comfortable with the reading code. We will now provide some examples of how to review the reading code with your students | |||
| 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. | |||
| 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. | |||
| The First Building Blocks | |||
| RC20, Welcome to the Reading Coach Training | 00:18:00 | ||
| In this lesson, students will be a vowel detective! Students will follow three steps to readiing the words: 1) Students will use a memorable phrase, “Find the first vowel and give it the code” as the first step to reading 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!” | |||
| RC21, Directions for Success | 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!” | |||
| RC22, B1, Imaginary Picture Story, RCRG, page 12 | 00:05:00 | ||
| Whole Group Instructions Video 5:30 Book 1, pg 6-16, Imaginary Picture Story, RCRG, page 12 | |||
| RC23, Coaching on the Imaginary Picture Story | 00:05:00 | ||
| Whole Group Instructions Video 5:30 Book 1, pg 6-16, Imaginary Picture Story, RCRG, page 12 | |||
| RC24, Upper-Lower Case Letters RCRG 14 | 00:07:00 | ||
| Student Instructions Video: Letter Names/Course 1 7:15 Book 1 Pg 1 Upper-Lower case Letters (Watch, Discuss, and Apply) RCRG page 14 | |||
| RC25, Consonant Sounds RCRG 16 | 00:07:00 | ||
| Student Instructions Video: Letter Sounds/Course 1 Book 1, Pg 2 Consonant Sounds Review (Watch, Discuss, and Apply) RCRG page 16 | |||
| RC26, Coaching Consonant Sounds RCRG 16 | 00:07:00 | ||
| Coach Session Example Video: Letter Sounds/Course 1 Book 1, Pg 2 Consonant Sounds Review RCRG page 16 | |||
| RC27, Tracing Letters RCRG 18-19 | 00:07:00 | ||
| Coach Session Example Video: Letter Sounds/Course 1 Book 1, Pg 2 Consonant Sounds Review RCRG page 16 | |||
| The Vowel Detective Toolkit | |||
| RC30, Intro to the Reading Code, RCRG 24 | 00:07:00 | ||
| Coach Session Example Video: Letter Sounds/Course 1 Book 1, Pg 2 Consonant Sounds Review RCRG page 16 | |||
| RC31, Reading Code Student Lesson, RCRG 24 | 00:07:00 | ||
| Coach Session Example Video: Letter Sounds/Course 1 Book 1, Pg 2 Consonant Sounds Review RCRG page 16 | |||
| RC32, Coaching Session Long Vowels, RCRG 25 | 00:07:00 | ||
| Coach Session Example Video: Letter Sounds/Course 1 Book 1, Pg 2 Consonant Sounds Review RCRG page 16 | |||
| RC33, Coaching Long & Short Vowels, RCRG 25 | 00:07:00 | ||
| Student Instructions Long & Short Vowels Video (Reading Code) RCRG page 25, 27, RC33 | |||
| RC34, Complete B2, Pg 12, Be a Vowel Detective RCRG 32-34 | 00:07:00 | ||
| Student Instructions Video: Long Vowels (Hands-On Activity) Learn to Be a Vowel Detective/Bk 2, Pg 12 . Please be sure to download and print out page 12 (Book 2 Long Vowels) or refer to the Reading Coach Reference Guide, RCRG pages 32, 34, RC34 | |||
| RC35, Coaching Long Vowels, RCRG 32 | 00:07:00 | ||
| Reading Coach Video: Learn to Be a Vowel Detective/Long Vowels/Book 2, Pg 12 (Watch, Discuss, and Apply) RCRG page 32, RC35 | |||
| RC36, Student: Short Vowels B3 Pg 10, RCRG 36 | 00:07:00 | ||
| Student Instructions Video: Learn to Be a Vowel Detective/Short Vowels/Book 3, Pg 10 (Watch, Discuss, and Apply) RCRG page 36, RC36 | |||
| Strategies for Long & Short Vowel Words | |||
| RC37, Coaching Long Vowels, RCRG 38 | 00:07:00 | ||
| Student Instructions Video: Learn to Be a Vowel Detective/Long & Short Vowels/Book 4, Pg 6, (Watch, Discuss, and Apply) RCRG page 38, RC37 | |||
| RC38, Coaching Long & Short Vowels, B4, Pg 4 RCRG 38 | 00:07:00 | ||
| Reading Coach Video: Learn to Be a Vowel Detective/Long & Short Vowels/Book 4, Lesson 1, Pg 6 (Watch, Discuss, and Apply) RCRG page 38 RC38 | |||
| RC39, Complete B5, Pg 20 Be a Vowel Detective, RCRG 45 | 00:07:00 | ||
| RC39 Student Instructions Video: Learn to Be a Vowel Detective/Long & Short Vowels/Book 5, Lesson 2, Pg 20, (From Challenge to Impact) RCRG Page 45 RC39 | |||
| RC40, Coaching Digraphs & Blends, B5, Pg 20 RCRG 45 | 00:07:00 | ||
| RC39 Student Instructions Video: Learn to Be a Vowel Detective/Long & Short Vowels/Book 5, Lesson 2, Pg 20, (From Challenge to Impact) RCRG Page 45 RC39 | |||
| RC41, Coaching Sam is a Cute Kiten, B5, Pg 41 RCRG 41 | 00:07:00 | ||
| Reading Coach Video: Sam is a Cute Kitten (From Challenge to Impact) Analyzing the Reading Code in Real-World Coaching RCRG page 41 RC41 | |||
| 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 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 | |||
| 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. | |||
| Level 2 Checkpoint Assessment | 03:00:00 | ||
| Lesson 4: Jane Takes off her Socks | |||
| 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!” | |||
| 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. | |||
| 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. | |||
| 4.09.2 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! | |||
| Level 2 Progress Assessment | 03:00:00 | ||
| 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 readiing the words: 1) Students will use a memorable phrase, “Find the first vowel and give it the code” as the first step to reading 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!” | |||
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