Overview of the Startup Learning – Reading Program
Your participation as a teacher will make a difference for elementary school students learning to read!
Course Curriculum
| Introduction | |||
| TT00 Introduction Teacher Overview | 00:07:00 | ||
| Teacher overview of the reading curriculum, teaching a phonics approach aligned with the Science of Reading. | |||
| TT00 B2, B7, B6 Reading Coach Sessions | 00:07:00 | ||
| Book 2, 5 and 6 Janae, Vivian-Nathan,Cerys-Jack | |||
| Whole Group Instruction | |||
| TTB0 pg 6-16 Intro to Letter Names Sounds | 00:07:00 | ||
| Refer to Page -3 in Book 5 - Digraphs and Blends | |||
| TTB0 three steps to read words | 00:07:00 | ||
| Outline of the three steps in reading words. | |||
| Feedback Examples | |||
| TTB0 Feedback 1 Reading Code LB | 00:07:00 | ||
| Review on being a vowel detective, example 1. The following are examples of what to say to the student to start lesson engagement. Some students need assistance while watching the lesson. This video is an example of a student learning the reading code. 1) What is the most important goal of each feedback session? a) Making sure that the student understands and can successfully use the reading strategies to read words. | |||
| TTB0 Feedback 2 Vivian Cerys | 00:07:00 | ||
| Two review sessions with students on specific lesson content | |||
| TTB0 Feedback 3 Cerys Jack Review | 00:07:00 | ||
| In this example, the sequence of the video lesson plus the teacher's review and engagement is shown. | |||
| TTB0 Super Reader Pg21 DB | 00:07:00 | ||
| Review of a remote review session, starting with reading the words in the lesson and acknowledging becoming a Super Reader. | |||
| TTB0 Super Reader pg27 DB | 00:07:00 | ||
| This is a remote review with Sujeiri and Delilah reviewing the words in the lessons and affirming her super-reader status. | |||
| Fluency | |||
| TTB0 Fluency1 B2 pg38 DB | 00:07:00 | ||
| Delilah reading Jane and Mike Eat at the Beach, Book 2, Long Vowels, page 38 This is an excellent example of a Reading Coach session when a student confidently reads the story after having watched the video lesson (Jane and Mike Eat at the Beach) | |||
| TTB0 Fluency2 B2 pg38 Christian | 00:07:00 | ||
| In a remote session, Christian struggles to decode the story <strong>Jane and Mike Eat at the Beach</strong>, and then he reads it fluently. This is an excellent example of a Reading Coach session when a student is challenged to read the story after having watched the video lesson (Jane and Mike Eat at the Beach) | |||
| TTB0 Fluency3 B2 pg38 Earth | 00:07:00 | ||
| The student rereads the whale shark story for fluency. The teacher praises the student for using the strategies and not guessing | |||
| Summarizing the class lessons | |||
| TTB0 Class Wrap Up1 Strategy | 00:07:00 | ||
| Reinforcing the Reading Strategy to become a Super-Reader | |||
| Book 1, Letter Names and Sounds | |||
| TT00 B5 pg 20 Coach Instructions | 00:07:00 | ||
| Review of Page 20 in Book 5 - Digraphs and Blends | |||
| RCB1 pg 6-16 Intro to Letter Names Sounds-Small group | 00:07:00 | ||
| Refer to Page -3 in Book 5 - Digraphs and Blends | |||
| Book 2, Long Vowels | |||
| RCB2 pg 32-33 Reading Coach Session | 00:20:00 | ||
| Refer to Page 32 and 33 in Book 2 - Lopng Vowels | |||
| Book 3, Short Vowels | |||
| Book 4, Long & Short Vowels | |||
| RC00 B0 Delilah 6 Segments | 00:15:00 | ||
| RC00 B0 Delilah's 6 segments | |||
| Book 5, Digraphs & Blends | |||
| RCB5 pg 51 Reading Coach Session B5 | 00:20:00 | ||
| Refer to Page 51 in Book 5 - Digraphs & Blends | |||
| RCB1 pg 1 Sing the ABC Song | 00:04:00 | ||
| Refer to Page 1 in Book 1 - Letter Names and Sounds | |||
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