The Startup Reading Short Vowels Workbook, Book 3, continues to address the biggest potential stumbling block in learning to read: identifying vowel sounds. This workbook focuses on short vowel sounds in words.
Students will gain the phonological awareness needed to read short vowel words, sentences, and short passages that build fluency and comprehension. The objective is for students to develop their decoding and reading skills, providing a solid foundation in literacy. Each reading skill is introduced and reinforced through a series of fun, interactive activities.
Throughout the Startup Reading Short Vowels Workbook, students apply the reading strategy to identify the short vowels with an accent mark. Students then combine the letter sounds with the short sound of the vowel to readin the word. Examples of words with short vowel sounds are cat, ten, kit, hop, and cub.
Students continue to use this strategy as they read short stories with decodable and grade-level sight words.
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 Ann waves a fan in the hot sun | |||
| Page 1, Review Letter Names, B1, 1.01.1 | 00:01:00 | ||
| (this video includes other students in a group setting) 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 that makes the beginning sound – B3, 1.01.2 | 00:12:00 | ||
| 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. | |||
| 1.02.1 Page 2,Review: Consonant Sounds – Book 3 | 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, Beginning Sounds: Independent Practice – B3, 1.02.2 | 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. Students are especially engaged with visual examples provided as they read the words to further develop their understanding of the words. | |||
| 1.02.1 Page 2,Review: Consonant Sounds – Book 3 | 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 6, The Sounds of the Letters – B3, 1.03.2 | 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. Students are especially engaged with visual examples provided as they read the words to further develop their understanding of the words. | |||
| 1.04.1 Learn to Be a Vowel Detective – Page 3 | 00:07:00 | ||
| In this lesson, we address the most challenging part in learning to read English which is to identify the sounds made by the primary vowels in a word: A, E, I, O, U. The lessons on the vowels will use the standard diacritical marks: for short vowels the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the short vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. In this lesson, students are introduced to the reading code. The reading code is a logical way to identify the sound of the vowel in a word and sets the foundation for students to become effective readers. | |||
| 1.04.2 Color the Short Vowels – Page 7 | 00:08:00 | ||
| 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 short vowel sound. The ability to identify and recall the short vowel sound in a word is essential for students to read short vowel words. | |||
| 1.05.1 Learn to Be a Vowel Detective – Page 10 | FREE | 00:13:00 | |
| 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 vowel; 3) Students will trace the number 1 in a box to represent the basic rule: when there’s one vowel in a word, the vowel makes a short vowel sound. At this level, it is common for students to confuse the b and d, to add a fun and visual image, we ask students to imagine that the tall part of the letter b looks like the tall back of a bear with its fur sticking straight up in the word bat. We have found this to be an effective approach to address the confusion students encounter with the consonant sounds in the letters b and d. Students feel a sense of accomplishment upon successfully reading the words and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| 1.05.2 Say, Listen, and Circle: pin/pan – Page 12 | 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. | |||
| 1.06.1 Learn to Be a Vowel Detective – Page 11 | 00:13:00 | ||
| In this lesson, students will learn how to be a vowel detective! Students will follow three steps to read the words: 1) Students will identify a pattern as the vowel /e/ making a short vowel sound to read each word; 2) Students will further develop their understanding of the vowel sound by writing the accent mark above the vowel; 3) Students will trace the number 1 in a box to represent the basic rule: when there’s one vowel in a word, the vowel makes a short vowel sound. At this level, it is common for students to confuse the b and d, to add a fun and visual image, we ask students to imagine that the tall part of the letter b looks like the tall back of a bear with its fur sticking straight up in the words bell and bed. We ask students to imagine that the round part of the letter d looks like a short round dog’s head in the word bed and red. 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 13, Say, Listen, and Circle, B3, 1.06.2 | 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. | |||
| 1.07.1 Read and Connect – Page 14 | 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. 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 bag and bed. We ask students to imagine that the round part of the letter d looks like a short round dog’s head in the word bed. We add a friendly smile to the letter d to emphasize it’s a short-round dog’s head. We have found this to be an effective approach to address the confusion students encounter with the consonant sounds in the letters b and d. Students 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 15, Read a Short Story about Ann – B3, 1.08.1 | FREE | 00:13:00 | |
| This is a really exciting time for students! In this lesson, students will follow three steps to read a short story: 1) Identify the vowel sounds with accent marks; 2) Recognize and recall a group of sight words with a 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!” | |||
| 1.08.2 Sight Word Alert! Color the Sight Words – Page 16 | 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. 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. | |||
| 1.09.1 Warm-up: The Reading Code – Page 3 | 00:07:00 | ||
| 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 short vowels the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the long vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. | |||
| 1.09.2 Finish the Words – Page 17 | 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 there’s only one vowel in a word, the vowel makes a short vowel sound. | |||
| 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. | |||
| 1.10.2 Cut, Match, Glue! – Page 18 | 00:06:00 | ||
| In this lesson, students will practice the short vowel sounds by saying the word for a picture and listening very carefully to determine the short vowel sound they hear in the word. This lesson adds an element of fun for students to cut out the squares with the words and glue them next to the matching vowel sound. 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! | |||
| 1.11.1 Warm-up: The Reading Code – Page 3 | 00:07:00 | ||
| 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 short vowels the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the long vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. | |||
| 1.11.2 Read and Draw – Page 19 | 00:06:00 | ||
| In this lesson, students will demonstrate their ability to recall the short vowel sounds to read the words. Students are excited to be the illustrator! Students are encouraged to be creative and draw a picture to demonstrate their understanding of the words. | |||
| 1.12.1 Identify the Drawing – Page 20 | 00:03:00 | ||
| 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 Write a Simple Sentence: Noun and Verb – Page 21 | 00:06:00 | ||
| In this lesson, students will learn the conventions of a simple sentence that consists of two parts: a noun and a verb. Students will learn and understand that a noun can be a person, 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. | |||
| Lesson 2: Tim and his dad go to a ball game | |||
| 2.01.1 Learn to Be a Vowel Detective, i as in igloo – Page 24 | 00:17:00 | ||
| In this lesson, students will learn how to be a vowel detective! Students will follow two steps to read the words: 1) Students will further develop their understanding of the vowel sound by writing the accent mark above the vowel; 2) Students will trace the number 1 in a box to represent the basic rule: when there’s one vowel in a word, the vowel makes a short vowel sound. Students feel a sense of accomplishment upon successfully reading the words and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| Page 26, Say, Listen, and Circle: tap/top – B3, 2.01.2 | 00:09:00 | ||
| 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. | |||
| 2.02.1 Page 25, Learn to Be a Vowel Detective – B3 | 00:21:00 | ||
| In this lesson, students will learn how to be a vowel detective! Students will follow two steps to read the words: 1) Students will further develop their understanding of the vowel sound by writing the accent mark above the vowel; 2) Students will trace the number 1 in a box to represent the basic rule: when there’s one vowel in a word, the vowel makes a short vowel sound. At this level, it is common for students to confuse the b and d, to add a fun and visual image, we ask students to imagine that the tall part of the letter b looks like the tall back of a bear with its fur sticking straight up in the word box. We ask students to imagine that the round part of the letter d looks like a short round dog’s head in the words dog, rod, and doll. 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!” | |||
| 2.02.2 Say, Listen, and Circle: rod/red – Page 27 | 00:10:00 | ||
| 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. | |||
| 2.03.1 Read and Connect with Near – Page 28 | 00:24:00 | ||
| 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 bag and box. We ask students to imagine that the round part of the letter d looks like a short round dog’s head in the words dog, rod, and doll. We add a friendly smile to the letter d to emphasize it’s a short-round dog’s head. We have found this to be an effective approach to address the confusion students encounter with the consonant sounds in the letters b and d. Students feel a sense of accomplishment upon successfully reading the phrases and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| 2.04.2 Read a Short Story, Sentences 1-2, Page 29 | 00:13:00 | ||
| In this lesson, students will demonstrate their ability to read short vowel words with sufficient accuracy to support fluency combined with prompting and support to read the sight words. The story is designed to engage students with a theme based on a fun experience of a character going to a ball game with his dad. 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 memorable phrase, “Sight word alert!”; 3) Make a connection to recognize and recall words that are repeated in the story. | |||
| 2.04.2 Read a Short Story, Sentences 1-2, Page 29 | 00:13:00 | ||
| In this lesson, students will demonstrate their ability to read short vowel words with sufficient accuracy to support fluency combined with prompting and support to read the sight words. The story is designed to engage students with a theme based on a fun experience of a character going to a ball game with his dad. 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 memorable phrase, “Sight word alert!”; 3) Make a connection to recognize and recall words that are repeated in the story. | |||
| 2.05.1 Read a Short Story: Sentences 3-5, Page 29 | 00:11:00 | ||
| In this lesson, students will demonstrate their ability to read short vowel words with sufficient accuracy to support fluency combined with prompting and support to read the sight words. The story is designed to engage students with a theme based on a fun experience of a character going to a ball game with his dad. 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 memorable phrase, “Sight word alert!”; 3) Make a connection to recognize and recall words that are repeated in the story. This lesson concludes with a short video to engage students with a visual and audio example of the excitement they might experience (going to a baseball game) similar to the theme of the story. . | |||
| 2.05.2 Sight Word Alert! Color the sight words – Page 30 | 00:09:00 | ||
| In this lesson, students will reinforce their recognition of the sight words from the story by first reading the sight words and then coloring in the picture by matching the sight word to the color key. This lesson adds an element of fun to show how a reading friend followed the color key and had fun coloring the page with markers. | |||
| Page 3, Review: The Reading Code – 2.06.1 | 00:07:00 | ||
| In this lesson, we address the most challenging part in learning to read English which is to identify the sounds made by the primary vowels in a word: A, E, I, O, U. The lessons on the vowels will use the standard diacritical marks: for short vowels the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the short 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 31, Finish the Words – B3, 2.06.2 | 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 there’s only one vowel in a word, the vowel makes a short vowel sound. | |||
| Page 32, Cut, Match, and Glue! – B3, 2.07.1 | 00:09:00 | ||
| In this lesson, students will listen to a spoken word to determine the short vowel sound they hear in the word. This lesson adds an element of fun for students to cut out the squares with the words and glue them next to the matching vowel sound. | |||
| 2.08.1 Warm-up: The Reading Code – page 3 | 00:07:00 | ||
| In this lesson, we address the most challenging part in learning to read English which is to identify the sounds made by the primary vowels in a word: A, E, I, O, U. The lessons on the vowels will use the standard diacritical marks: for short vowels the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the short vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. In this lesson, students are introduced to the reading code. The reading code is a logical way to identify the sound of the vowel in a word and sets the foundation for students to become effective readers. | |||
| 2.08.2 Read and Draw – page 33 | 00:08:00 | ||
| In this lesson, students will write the accent mark to identify the short vowel sound in the words. Students are excited to be the illustrator! Students are encouraged to be creative and draw a picture to demonstrate their understanding of the words. 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. | |||
| 2.09.1 Read and Identify the Drawing – page 34 | 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. | |||
| 2.09.2 Write a Simple Sentence – page 35 | 00:08:00 | ||
| 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. | |||
| Lesson 3: The bug and the slug are pals. | |||
| Page 38, Learn to Be a Vowel Detective – B3, 3.01.1 | 00:22:00 | ||
| In this lesson, students will learn how to be a vowel detective! Students will follow three steps to read the words: 1) Students will use a memorable phrase, “Find the first vowel and give it the code” as the first step to read each word; 2) Students will further develop their understanding of the vowel sound by writing the accent mark above the vowels to answer the question is the first vowel with a vowel after or without a vowel after?; 3) Students will trace the number 2 or 1 in a box to represent the basic rule: when there’s two vowels in a word, the first vowel says its name (this is called a long vowel sound) and the second vowel is quiet (it doesn’t make any sounds) and when there’s only one vowel in a word, that one vowel makes a short vowel sound. At this level, it is common for students to confuse the b and d, to add a fun and visual image, we ask students to imagine that the tall part of the letter b looks like the tall back of a bear with its fur sticking straight up in the words cube, cub, tube, and tub. We have found this to be an effective approach to address the confusion students encounter with the consonant sounds in the letters b and d. Students are engaged with visual and audio examples provided as they read the words to further develop their understanding of the words. Students feel a sense of accomplishment upon successfully reading the words and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| 3.01.2 Say, Listen, and Circle: tub/cub – Page 40 | 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. Students are engaged with visual examples provided as they read the words to further develop their understanding of the words. | |||
| 3.02.1 Learn to Be a Vowel Detective – Page 39 | 00:14:00 | ||
| In this lesson, students will learn how to be a vowel detective! Students will follow two steps to read the words: 1) Students will further develop their understanding of the vowel sound by writing the accent mark above the vowel; 2) Students will trace the number 1 in a box to represent the basic rule: when there’s one vowel in a word, the vowel makes a short vowel sound. Students feel a sense of accomplishment upon successfully reading the words and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| Page 41, Say, Listen, and Circle: rod/red – B2, 3.02.2 | 00:10:00 | ||
| 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 engaged with visual 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 42, Read and Connect, Part 1 – B3, 3.03.1 | 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. This lesson has two parts: | |||
| 3.03.2 Read and Connect, Part 2 – Page 42 | 00:12:00 | ||
| After the students practice reading the phrases independently, they will unpause the video and return to read phrases 4, 5 & 6 with the video lesson. 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 bag and box. We ask students to imagine that the round part of the letter d looks like a short round dog’s head in the words dog, rod, and doll. 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!” | |||
| 3.04.1 Read, Match and Discover – Page 43 | 00:18:00 | ||
| This is a really exciting time for students! In this lesson, students will follow three steps to read a short story: 1) Identify the vowel sounds with accent marks; 2) Recognize and recall a group of sight words with a memorable phrase, “Sight word alert!”; 3) Make a connection to recognize and recall words that are repeated in the story. This lesson has two parts: The lesson starts with introducing students to a group of sight words in the boxes at the bottom of the page. Students will understand that a sight word is a super challenge word that does not follow the reading code strategy. Students will apply the reading strategies they are learning to read a short story. This lesson adds an element of fun for students to cut out the squares with the sight words at the bottom of the page and glue them next to the matching sight word in the story. Students feel a sense of accomplishment upon successfully reading the story and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| 3.04.2 Sight Word Alert! Color the sight words – Page 44 | 00:06:00 | ||
| In this lesson, students will reinforce their recognition of the sight words from the story by first reading the sight words and then coloring in the picture by matching the sight word to the color key. | |||
| Page 3, Warm-up: The Reading Code – B, 3.05.1 | 00:07:00 | ||
| In this lesson, we address the most challenging part in learning to read English which is to identify the sounds made by the primary vowels in a word: A, E, I, O, U. The lessons on the vowels will use the standard diacritical marks: for short vowels the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the short vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. In this lesson, students are introduced to the reading code. The reading code is a logical way to identify the sound of the vowel in a word and sets the foundation for students to become effective readers. | |||
| 3.05.2 Finish the Words – page 45 | 00:10:00 | ||
| 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 there’s only one vowel in a word, the vowel makes a short vowel sound. | |||
| 3.06.1 Cut, March, Glue! – Page 46 | 00:10:00 | ||
| In this lesson, students will practice the short vowel sounds by saying the word for a picture and listening very carefully to determine the short vowel sound they hear in the word. This lesson adds an element of fun for students to cut out the squares with the words and glue them next to the matching vowel sound. | |||
| 3.07.1 Warm-up: The Reading Code – Page 3 | 00:07:00 | ||
| In this lesson, we address the most challenging part in learning to read English which is to identify the sounds made by the primary vowels in a word: A, E, I, O, U. The lessons on the vowels will use the standard diacritical marks: for short vowels the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the short vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. In this lesson, students are introduced to the reading code. The reading code is a logical way to identify the sound of the vowel in a word and sets the foundation for students to become effective readers. | |||
| 3.07.2 Read and Draw – Page 47 | 00:08:00 | ||
| In this lesson, students will write the accent mark to identify the short vowel sound in the words. Students are excited to be the illustrator! Students are encouraged to be creative and draw a picture to demonstrate their understanding of the words. 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. | |||
| 3.08.1 Identify the Drawing: Super Challenge Words! – Page 48 | 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. | |||
| Page 49, Write a Simple Sentence – B3, 3.08.2 | 00:09:00 | ||
| 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. | |||
| Lesson 4: Pat has a lot fo fun with his cat | |||
| 4.01.1 Learn to Be a Short Vowel Detective- page 52 | 00:15:00 | ||
| In this lesson, students will learn how to be a vowel detective! Students will follow two steps to read the words: 1) Students will further develop their understanding of the vowel sound by writing the accent mark above the vowel; 2) Students will trace the number 1 in a box to represent the basic rule: when there’s one vowel in a word, the vowel makes a short vowel sound. Students feel a sense of accomplishment upon successfully reading the words and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” Students are engaged with visual examples provided as they read the words to further develop their understanding of the words. | |||
| Short Vowels : Lesson Plan 31 – Read, Match, and Discover | 00:17:00 | ||
| This is a really exciting time for students! In this lesson, students will follow two steps to read a short story: 1) Identify the vowel sounds with accent marks; 2) Recognize and recall a group of sight words with a memorable phrase, “Sight word alert!”; 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!” | |||
| 4.02.2 Sight Word Alert! Color the sight words – page 54 | 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 – 4.03.1 | 00:07:00 | ||
| In this lesson, we address the most challenging part in learning to read English which is to identify the sounds made by the primary vowels in a word: A, E, I, O, U. The lessons on the vowels will use the standard diacritical marks: for short vowels the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the short vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. In this lesson, students are introduced to the reading code. The reading code is a logical way to identify the sound of the vowel in a word and sets the foundation for students to become effective readers. | |||
| 4.03.2 Finish the Words – page 55 | 00:13:00 | ||
| 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 there’s only one vowel in a word, the vowel makes a short vowel sound. | |||
| 4.04.1 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. | |||
| 4.04.2 Connect the Letters – page 56 | 00:10:00 | ||
| In this lesson, students learn and understand that spoken words have a letter-sound correspondence. In this lesson, students will make a connection between a letter and its corresponding consonant or vowel sound. Students will listen to a spoken word then identify, and connect the letters that represent the first, middle, and final sound in the word. This lesson adds an element of fun for students to color in the bubbles after they connect the letters that make the word. | |||
| 4.05.1 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. | |||
| 4.05.2 Rhyming Words – page 57 | 00:08:00 | ||
| In this lesson, students will learn and understand that rhyming words are words that have the same ending sound. In this lesson, students will listen to a group of spoken words to identify which words rhyme because they have the same ending sound. This lesson adds an element of fun for students to color in the circles of the two matching words | |||
| 4.06.1 Identify the Drawing: Super Challenge Words! – page 58 | 00:08:00 | ||
| 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. | |||
| 4.06.2 Write a Simple Sentence: Noun and Verb – page 59 | 00:09:00 | ||
| 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. | |||
| Lesson 5: Using Short Vowel Reading Skills | |||
| 5.01.1 Short Vowel Review,part 1 – Page 62 | 00:09:00 | ||
| Column 1: In this lesson, students will learn and understand that rhyming words are words that have the same ending sound. Students will learn to recognize a rhyming pattern in a group of words. Students will understand what happens to a word when the pattern remains the same and they build a new word by changing the beginning sound in the word. 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 bat. We have found this to be an effective approach to address the confusion students encounter with the consonant sounds in the letters b and d. Students feel a sense of accomplishment upon successfully reading the words and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| 5.01.2 Short Vowel Review,part 2 – Page 62 | 00:09:00 | ||
| Column 2: In this lesson, students will learn and understand that rhyming words are words that have the same ending sound. Students will learn to recognize a rhyming pattern in a group of words. Students will understand what happens to a word when the pattern remains the same and they build a new word by changing the beginning sound in the word. Students feel a sense of accomplishment upon successfully reading the words and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| 5.02.1 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. | |||
| 5.02.1 Connect the Letters – Page 63 | 00:11:00 | ||
| In this lesson, students learn and understand that spoken words have a letter-sound correspondence. In this lesson, students will make a connection between a letter and its corresponding consonant or vowel sound. Students will listen to a spoken word then identify, and connect the letters that represent the first, middle, and final sound in the word. This lesson adds an element of fun for students to color in the bubbles after they connect the letters that make the word. | |||
| 5.03.1 Warm-up: The Reading Code – Page 3 | 00:07:00 | ||
| In this lesson, we address the most challenging part in learning to read English which is to identify the sounds made by the primary vowels in a word: A, E, I, O, U. The lessons on the vowels will use the standard diacritical marks: for short vowels the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the short vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. In this lesson, students are introduced to the reading code. The reading code is a logical way to identify the sound of the vowel in a word and sets the foundation for students to become effective readers. | |||
| 5.03.2 Short Vowel Sound – Page 64 | 00:08:00 | ||
| In this lesson, students will listen to a word and identify which short vowel sound is represented in the word. Students will associate the short vowel accent mark as a visual image to identify the short vowel sounds in words. The concept of short vowel sounds is quite often an abstract concept to students. The concept becomes understandable when students identify the vowel with the short vowel accent mark. | |||
| 5.04.2 Write a Simple Sentence: Noun and Verb – Page 66 | 00:09:00 | ||
| 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. | |||
| 5.04.1 Identify the Drawing – Page 65 | 00:05:00 | ||
| In this lesson, students will make a connection between a printed word and a picture. The connection between the printed word and the picture develops the visual word bank and vocabulary. This lesson adds an element of fun for students to cut out the squares with the words and glue them to the matching picture. | |||
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