The Startup Reading Digraphs and Blends Workbook , Book 5, is designed to provide reading strategies for a solid foundation in literacy. The Digraphs and Blends course introduces students to digraphs which are two or more consonant letters that represent a new sound, one that is different from the individual letters. Examples of digraphs are SH, CH, WH, TH, PH, and QU. Blends are combinations of consonants that represent a blending of the individual letters. Two-letter blends are often seen at the beginning of a work, such as bread, clock, crack, dragon, flag and, fruit. Three letter blends are also common, such as spring, string, phrase, shrimp, three, and screen. Each reading skill is introduced and reinforced through a series of interactive activities to add an element of fun to the lessons. Students will gain the necessary phonological awareness to analyze and decode long and short vowel words with digraphs and beginning consonant blends.
Throughout the Startup Reading Digraphs and Blends Workbook, students write vowel accent marks before reading the words to provide a visual recognition of the vowel sound. Examples of the long and short vowel accent mark in words are:
chase / chat wheat / when shine / fish coach / cost blue / brush.
Students continue to use this strategy as they read short stories with decodable and grade-level sight words. Adding digraphs and blends to their command of vowel sounds expands the number of words students can decode independently.
We are pleased to have the opportunity to provide your child with a positive and rewarding experience for academic success in the foundational skills of learning to read.
Course Curriculum
| Lesson 1 The snail sees a Pail | |||
| 1.01.1 The Reading Code – Page 3, Book 5 | 00:07:00 | ||
| In this lesson, we address the most challenging part in learning to read English which is to identify the sounds made by the primary vowels in a word: A, E, I, O, U. For any word or syllable, a vowel has a minimum of two possible sounds: a long sound and a short sound. The lessons on the vowels will use the standard diacritical marks: for long vowels the mark is called a macron; and for short vowels, the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the long vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. In this lesson, students are introduced to the reading code. The reading code is a logical way to identify the sound of the vowel in a word and sets the foundation for students to become effective readers. | |||
| 1.01.2 Learn to Be a Vowel Detective – Page 8 | 00:20:00 | ||
| In this lesson, students will learn how to be a vowel detective! Students will follow three steps to read the words: 1) Students will use a memorable phrase, “Find the first vowel and give it the code” as the first step to read each word; 2) Students will further develop their understanding of the vowel sound by writing the accent mark above the first vowel and crossing out the second vowel; 3) Students will trace the number 2 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 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!” | |||
| 1.03.1 Warm-up: The Reading Code – page 3 | 00:07:00 | ||
| In this lesson, we address the most challenging part in learning to read English which is to identify the sounds made by the primary vowels in a word: A, E, I, O, U. For any word or syllable, a vowel has a minimum of two possible sounds: a long sound and a short sound. The lessons on the vowels will use the standard diacritical marks: for long vowels the mark is called a macron; and for short vowels, the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the long vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. In this lesson, students are introduced to the reading code. The reading code is a logical way to identify the sound of the vowel in a word and sets the foundation for students to become effective readers. | |||
| 1.02.1 Warm-up: The Reading Code – Page 3 | 00:07:00 | ||
| Refer to Page -3 in Book 5 - Digraphs and Blends | |||
| 1.02.2 Say, Listen, and Circle: cake/cane – page 10 | 00:11:00 | ||
| In this lesson, students will continue to develop their understanding to identify the vowel sounds in words. Students will learn to recognize that when they hear a vowel say its name in a word, the word will have two vowels. When they hear the short vowel sound in a word, the word will have one vowel. Students will listen to a spoken word to make a connection between spoken and printed words. The connection between the picture and the printed word develops the visual word bank and vocabulary. 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 as in the word robe. 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. Each box has a pair of words that have been intentionally placed together for students to carefully contemplate which word has the correct vowel sound to match the picture. Students are engaged with visual and audio examples provided as they read the words to further develop their understanding of the words. | |||
| 1.03.1 Warm-up: The Reading Code – page 3 | 00:07:00 | ||
| In this lesson, we address the most challenging part in learning to read English which is to identify the sounds made by the primary vowels in a word: A, E, I, O, U. For any word or syllable, a vowel has a minimum of two possible sounds: a long sound and a short sound. The lessons on the vowels will use the standard diacritical marks: for long vowels the mark is called a macron; and for short vowels, the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the long vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. In this lesson, students are introduced to the reading code. The reading code is a logical way to identify the sound of the vowel in a word and sets the foundation for students to become effective readers. | |||
| 1.03.2 Learn to Be a Vowel Detective – page 9 | 00:24:00 | ||
| 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 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!” | |||
| 1.04.1 Say, Listen, and Circle: time/tide – page 11 | 00:09:00 | ||
| In this lesson, students will continue to develop their understanding to identify the vowel sounds in words. Students will learn to recognize that when they hear a vowel say its name in a word, the word will have two vowels. When they hear the short vowel sound in a word, the word will have one vowel. Students will listen to a spoken word to make a connection between spoken and printed words. The connection between the picture and the printed word develops the visual word bank and vocabulary. Each box has a pair of words that have been intentionally placed together for students to carefully contemplate which word has the correct vowel sound to match the picture. Students are engaged with visual and audio examples provided as they read the words to further develop their understanding of the words. | |||
| 1.05.1 Read and Connect with Near- page 12 | 00:21:00 | ||
| In this lesson, students will progress from reading words to reading phrases. Students will continue to develop their understanding of the reading code by using accent marks to identify the vowel sounds in words. Students will learn to recognize and recall the word near that is repeated in each of the phrases. These are essential steps in preparation to read short stories. At this level, it is common for students to confuse the b and d, to add a fun and visual image, we ask students to imagine that the tall part of the letter b looks like the tall back of a bear with its fur sticking straight up in the word tube and boat. 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!” | |||
| 1.06.1 Sight Word Alert! – page 13 | 00:00:00 | ||
| In this lesson, students will reinforce their recognition of the sight words from the story by first reading the sight words and then coloring in the picture by matching the sight word to the color key. This lesson adds an element of fun to show how a reading friend followed the color key and had fun coloring the page with coloring crayons. | |||
| 1.06.2 Read the Story, The Snail has no Tail – page 14 | 00:23:00 | ||
| 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 memorable phrase, “Sight word alert!”; 3) Make a connection to recognize and recall words that are repeated in the story. Students are especially 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 story and express their excitement by giving a thumbs-up and saying, “I’m a Super Reader!” | |||
| 1.06.3 Sight Word Alert! – page 15 | 00:07:00 | ||
| In this lesson, students will reinforce their recognition of the sight words from the story by first reading the sight words and then coloring in the picture by matching the sight word to the color key. This lesson adds an element of fun to show how a reading friend followed the color key and had fun coloring the page with coloring crayons. | |||
| 1.07.1 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. | |||
| 1.07.2 Finish the Words: Long Vowel /a/ with Final-e – page 16 | 00:19:00 | ||
| In this lesson, students will listen to a word and fill in the missing vowels to connect the strategies they are learning for reading to spelling. The words will follow the pattern of the reading code: when 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). | |||
| 1.08.1 Identify the Drawing – page 17 | 00:15:00 | ||
| In this lesson, students will make a connection between a printed word and a picture. The connection between the printed word and the picture develops the visual word bank and vocabulary. This lesson adds an element of fun for students to cut out the squares with the words and glue them to the matching picture. | |||
| Lesson 2: Kate needs a Swim Suit | |||
| 2.01.1 Consonant Digraphs: /sh/ and /ch/ – B5 pg 4 part 1 | FREE | 00:10:00 | |
| In this lesson students will be introduced to the consonant digraphs /sh/ and /ch/. Students will learn and understand that digraphs are two or three consonant letter combinations that make a unique sound. | |||
| 2.01.2 Learn to Be a Vowel Detective – page 20 | FREE | 00:10:00 | |
| In this lesson, students will be a vowel detective! Students will apply the reading code to read words containing the digraph /sh/. Students highlight or circle the digraph to establish the pattern of identifying a word part as they are reading. 1) Students will use a memorable phrase, “Find the first vowel and give it the code” to read each word; 2) Students will further develop their understanding of the vowel sound by writing the accent mark above the vowels to answer the question is the first vowel with a vowel after or without a vowel after?; 3) Students will trace the number 2 or 1 in a box to represent the basic rule: when there’s two vowels in a word, the first vowel says its name (this is called a long vowel sound) and the second vowel is quiet (it doesn’t make any sounds) and when there’s only one vowel in a word, that one vowel makes a short vowel sound. Students feel a sense of accomplishment upon successfully reading the words and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| 2.02.1 Consonant Digraphs: /sh/ and /ch/ – page 4 part 1 | 00:10:00 | ||
| In this lesson students will be introduced to the consonant digraphs /sh/ and /ch/. Students will learn and understand that digraphs are two or three consonant letter combinations that make a unique sound. | |||
| 2.03.1 Learn to Be a Vowel Detective – page 21 | 00:19:00 | ||
| In this lesson, students will be a vowel detective! Students will apply the reading code to read words containing the digraph /sh/. Students highlight or circle the digraph to establish the pattern of identifying a word part as they are reading. 1) Students will use a memorable phrase, “Find the first vowel and give it the code” to read each word; 2) Students will further develop their understanding of the vowel sound by writing the accent mark above the vowels to answer the question is the first vowel with a vowel after or without a vowel after?; 3) Students will trace the number 2 or 1 in a box to represent the basic rule: when there’s two vowels in a word, the first vowel says its name (this is called a long vowel sound) and the second vowel is quiet (it doesn’t make any sounds) and when there’s only one vowel in a word, that one vowel makes a short vowel sound. Students 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!” | |||
| 2.04.1 Say, Listen, and Circle: coach/coast – page 22 | 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 especially engaged with visual examples provided as they read the words to further develop their understanding of the words. | |||
| 2.04.2 Say, Listen, and Circle: shake/shack – page 23 | 00:00:00 | ||
| In this lesson, students will continue to develop their understanding to identify and recall the consonant and vowel sounds in words. Students will listen to a spoken word to make a connection between spoken and printed words. The connection between the picture and the printed word develops the visual word bank and vocabulary. Each box has a pair of words that have been intentionally placed together for students to carefully contemplate which word has the correct consonant or vowel sound to match the picture. Students are especially engaged with visual examples provided as they read the words to further develop their understanding of the words. | |||
| 2.05.1 Read and Connect with Consonant Digraphs – page 24 | 00:23:00 | ||
| In this lesson, students will progress from reading words to reading phrases. Students will apply the reading code to read words containing the digraphs /sh/ and /ch/. 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 bait near a fish. In this case, students should identify the picture that matches the word they recognize (fish) and that will direct them to the picture of bait to acquire a new understanding for their vocabulary word bank. | |||
| 2.06.1 Sight Word Alert! all/open – page 25 | 00:11:00 | ||
| In this lesson, students will be guided to read a group of sight words by identifying a word part they already know or a word part they are learning. A word part is identified as a long or short vowel sound in a word or a Vowel Team in a word. Students will then demonstrate their ability to recall this group of sight words by reading these words in a story | |||
| 2.06.2 Read the story, Kate needs a new swim suit – page 26 | 00:28:00 | ||
| This is a really exciting time for students! In this lesson, students will be word detectives! They will look for clues in a word and circle that word based on the reading strategy or helpful hint that is given in the video lesson. The word bank is a group of words that students will use to complete the sentences in the story. In this lesson, with prompting and support, students will apply the strategy for reading words in the context of sentences that include words they have already practiced combined with acquiring an understanding of new and challenging words. Students feel a sense of accomplishment upon successfully reading the story and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| 2.06.3 Sight Word Alert! Color the sight words – page 27 | 00:11:00 | ||
| In this lesson, students will first practice reading the sight words and then color 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. | |||
| 2.07.1 Consonant Digraphs: /sh/ and /ch/ – page 4 part 1 | 00:10:00 | ||
| In this lesson students will be introduced to the consonant digraphs /sh/ and /ch/. Students will learn and understand that digraphs are two or three consonant letter combinations that make a unique sound. | |||
| 2.07.2 What is the Digraph? – page 28 | 00:12:00 | ||
| In this lesson, students will listen to a word and fill in the missing digraph to connect the strategies they are learning for reading to spelling. | |||
| 2.08.1 Write a Simple Sentence: Noun and Verb – page 31 | 00:00:00 | ||
| 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, 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. | |||
| 2.08.2 Read and Draw – page 29 | 00:00:00 | ||
| In this lesson, students will apply the reading code to read words with a consonant digraph. 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. | |||
| 2.08.2 Identify the Drawing: Super Challenge! – page 30 | 00:00:00 | ||
| In this lesson, students will make a connection between a printed word and a picture. The connection between the printed word and the picture develops the visual word bank and vocabulary. This lesson adds an element of fun for students to cut out the squares with the words and glue them to the matching picture. | |||
| Lesson 3: The Story about the Whale Shark | |||
| 3.01.1 Consonant Digraphs: /wh/, /th/, /ph/, and /qu/ page 4 part 2 | 00:16:00 | ||
| In this lesson students will be introduced to the consonant digraphs /wh/, /th/, /ph/, and /ch/. Students will learn and understand that digraphs are two or three consonant letter combinations that make a unique sound. | |||
| 3.01.2 Learn to Be a Vowel Detective – page 34 | 00:21:00 | ||
| In this lesson, students will be a vowel detective! Students will apply the reading code to read words containing the digraphs /wh, /th/, /ph/, and /qu/. 1) Students will use a memorable phrase, “Find the first vowel and give it the code” to read each word; 2) Students will further develop their understanding of the vowel sound by writing the accent mark above the vowels to answer the question is the first vowel with a vowel after or without a vowel after?; 3) Students will trace the number 2 or 1 in a box to represent the basic rule: when there’s two vowels in a word, the first vowel says its name (this is called a long vowel sound) and the second vowel is quiet (it doesn’t make any sounds) and when there’s only one vowel in a word, that one vowel makes a short vowel sound. Students 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!” | |||
| 3.02.1 Consonant Digraphs: /wh/, /th/, /ph/, and /qu/ – page 4 part 2 | 00:16:00 | ||
| In this lesson students will be introduced to the consonant digraphs /wh/, /th/, /ph/, and /ch/. Students will learn and understand that digraphs are two or three consonant letter combinations that make a unique sound. | |||
| 3.02.2 Learn to Be a Vowel Detective – page 35 | 00:00:00 | ||
| Students will apply the reading code to read words containing the digraphs /wh, /th/, /ph/, and /qu/. 1) Students will use a memorable phrase, “Find the first vowel and give it the code” to read each word; 2) Students will further develop their understanding of the vowel sound by writing the accent mark above the vowels to answer the question is the first vowel with a vowel after or without a vowel after?; 3) Students will trace the number 2 or 1 in a box to represent the basic rule: when there’s two vowels in a word, the first vowel says its name (this is called a long vowel sound) and the second vowel is quiet (it doesn’t make any sounds) and when there’s only one vowel in a word, that one vowel makes a short vowel sound. Students 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!” | |||
| 3.03.1 Say, Listen, and Circle:quail/tail – page 36 | 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. Students are especially engaged with visual examples provided as they read the words to further develop their understanding of the words | |||
| 3.03.2 Say, Listen, and Circle: graph/cone – page 37 | FREE | 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 especially engaged with visual and audio examples provided as they read the words to further develop their understanding of the words. Students will listen to a spoken word to make a connection between spoken and printed words. The connection between the picture and the printed word develops the visual word bank and vocabulary. Each box has a pair of words that have been intentionally placed together for students to carefully contemplate which word has the correct consonant or vowel sound to match the picture. Students are especially engaged with visual examples provided as they read the words to further develop their understanding of the words | |||
| 3.04.1 Read and Connect with Consonant Digraphs – page 38 | 00:23:00 | ||
| In this lesson, students will progress from reading words to reading phrases. Students will apply the reading code to read words containing the digraphs /wh/, /th/, /ph/, and /qu/. 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. | |||
| 3.051 Sight Word Alert! – page 39 | 00:12:00 | ||
| In this lesson, students will be guided to read a group of sight words by identifying a word part they already know or a word part they are learning. A word part is identified as a long or short vowel sound in a word or a Vowel Team in a word. Students will then demonstrate their ability to recall this group of sight words by reading these words in a story | |||
| 3.05.2 Sight Word Alert! Color the picture with the sight words – page 41 | 00:06:00 | ||
| 3.06.1 Introduction to the Story: The Whale Shark page 40 | FREE | 00:15:00 | |
| Before starting the lesson, students are presented with a preview on the theme of the story with visual and audio examples of how we can use our imagination to learn about the world around us. Students will be introduced to new vocabulary words to build their knowledge and add meaning to the story. | |||
| 3.06.2 Read a Story: The Whale Shark page 40 part 1 of 3 | 00:15:00 | ||
| In this lesson, with prompting and support, students will apply the strategy for reading words in the context of sentences that include words they have already practiced combined with acquiring an understanding of new and challenging words. | |||
| 3.07.1 Read a Story: The Whale Shark – page 40 part 2 of 3 | 00:11:00 | ||
| In this lesson, with prompting and support, students will apply the strategy for reading words in the context of sentences that include words they have already practiced combined with acquiring an understanding of new and challenging words. | |||
| 3.08.1 Read a Story: The Whale Shark – page 40 part 3 of 3 | 00:12:00 | ||
| In this lesson, with prompting and support, students will apply the strategy for reading words in the context of sentences that include words they have already practiced combined with acquiring an understanding of new and challenging words. | |||
| 3.09.1 Consonant Digraphs: /wh/, /th/, /ph/, and /qu – page 4 part 2 | 00:16:00 | ||
| In this lesson students will be introduced to the consonant digraphs /wh/, /th/, /ph/, and /ch/. Students will learn and understand that digraphs are two or three consonant letter combinations that make a unique sound. | |||
| 3.09.1 What is the Digraph? – page 42 | 00:13:00 | ||
| In this lesson, students will listen to a word and fill in the missing digraph to connect the strategies they are learning for reading to spelling. | |||
| 3.10.1 Write a Simple Sentence – page 45 | 00:11:00 | ||
| 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, 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. | |||
| 3.10.2 Read and Draw – B5 page 43 | 00:00:00 | ||
| In this lesson, students will apply the reading code to read words with a consonant digraph. 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. | |||
| 3.10.3 Identify the Drawing: Super Challenge! – page 44 | 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. | |||
| Lesson 4: Kim gives her mom a hat as a gift. | |||
| 4.01.1 Beginning Consonant Blends: bl, br, cl, cr, dr, fl – Page 5 and Page 48 | 00:16:00 | ||
| Students will apply the reading code to read words containing a beginning consonant blend. Students highlight or circle the blend to establish the pattern of identifying a word part as they are reading. 1) Students will use a memorable phrase, “Find the first vowel and give it the code” to read each word; 2) Students will further develop their understanding of the vowel sound by writing the accent mark above the vowels to answer the question is the first vowel with a vowel after or without a vowel after?; 3) Students will trace the number 2 or 1 in a box to represent the basic rule: when there’s two vowels in a word, the first vowel says its name (this is called a long vowel sound) and the second vowel is quiet (it doesn’t make any sounds) and when there’s only one vowel in a word, that one vowel makes a short vowel sound. Students 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!” | |||
| 4.01.2 Learn to Be a Vowel Detective, bl, br, cl, cr, dr, fl – page 48 | 00:19:00 | ||
| In this lesson, students will be a vowel detective! Students will apply the reading code to read words containing a beginning consonant blend. 1) Students will use a memorable phrase, “Find the first vowel and give it the code” to read each word; 2) Students will further develop their understanding of the vowel sound by writing the accent mark above the vowels to answer the question is the first vowel with a vowel after or without a vowel after?; 3) Students will trace the number 2 or 1 in a box to represent the basic rule: when there’s two vowels in a word, the first vowel says its name (this is called a long vowel sound) and the second vowel is quiet (it doesn’t make any sounds) and when there’s only one vowel in a word, that one vowel makes a short vowel sound. Students 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 word | |||
| 4.02.1 Beginning Consonant Blends: fr, gl, gr, pl, pr, sc – page 5 | 00:19:00 | ||
| In this lesson students will be introduced to a group of beginning consonant blends. Students will learn and understand that consonant blends are two or three consonant letter combinations that are pronounced together and each sound can be heard in the blend. | |||
| 4.02.2 Be a Vowel Detective: Consonant Blends fr, gl, gr, pl, pr, sc -Page 5 and Page 49 | 00:19:00 | ||
| This lesson has one video with two segments: A) In this segment, students will be introduced to a group of beginning consonant blends. Students will learn and understand that consonant blends are two or three consonant letter combinations that are pronounced together and each sound can be heard in the blend. B) Learn to Be a Vowel Detective: Beginning Consonant Blends fr, gl, gr, pl, pr, sc - page 49 In this segment, students will be a vowel detective! Students will apply the reading code to read words containing a beginning consonant blend. 1) Students will use a memorable phrase, “Find the first vowel and give it the code” to read each word; 2) Students will further develop their understanding of the vowel sound by writing the accent mark above the vowels to answer the question is the first vowel with a vowel after or without a vowel after?; 3) Students will trace the number 2 or 1 in a box to represent the basic rule: when there’s two vowels in a word, the first vowel says its name (this is called a long vowel sound) and the second vowel is quiet (it doesn’t make any sounds) and when there’s only one vowel in a word, that one vowel makes a short vowel sound. Students 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 word | |||
| 4.03.1 Beginning Consonant Blends: pl, sk, sl, sm, sn, tr – Page 5 and Page 50 | 00:14:00 | ||
| This lesson has one video with two segments: A) In this segment, students will be introduced to a group of beginning consonant blends. Students will learn and understand that consonant blends are two or three consonant letter combinations that are pronounced together and each sound can be heard in the blend. B) Say, Listen, and Circle: skate/skip - page 50 In this segment, 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. | |||
| 4.03.2 Say, Listen, and Circle: skate/skip – page 50 | 00:14:00 | ||
| 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. | |||
| 4.04.1 Beginning Consonant Blends: scr, spr, str, shr, thr, squ – page 6 and Page 51 | 00:18:00 | ||
| This lesson has one video with two parts: A) In this segment, students will be introduced to a group of beginning consonant blends. Students will learn and understand that consonant blends are two or three consonant letter combinations that are pronounced together and each sound can be heard in the blend. B) Say, Listen, and Circle: three/tree - page 51 In this segment, 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. | |||
| 4.04.2 Say, Listen, and Circle: three/tree – page 51 | 00:18:00 | ||
| 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. | |||
| 4.05.1 Sight Word Alert! puts/have – page 52 | 00:11:00 | ||
| In this lesson, students will be guided to read a group of sight words by identifying a word part they already know or a word part they are learning. A word part is identified as a long or short vowel sound in a word or a Vowel Team in a word. Students will then demonstrate their ability to recall this group of sight words by reading these words in a story | |||
| 4.05.2 Sight Word Alert! Color the picture with the sight words- page 54 | 00:07:00 | ||
| In this lesson, students will first practice reading the sight words and then color 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. | |||
| 4.06.1 Read the story: Kim gives her mom a hat – page 53 | 00:28:00 | ||
| In this lesson, students will be word detectives! They will look for clues in a word and circle that word based on the reading strategy or helpful hint that is given in the video lesson. The word bank is a group of words that students will use to complete the sentences in the story. This lesson has one video with two parts: 2) Read, Write, and Discover: Read the story, Write in the missing words, and Discover the context of the story - page 53 This is a really exciting time for students! In this lesson, as students read the story, they will write in the sight words to complete the sentences and discover the meaning of the sentences. This approach has three purposes: It teaches students how to analyze the words in the sentence and predict which sight word from the word bank completes the sentence; It allows a parent or reading coach to assess a student’s comprehension of the sight words in the context of the story; Once all the sight words are filled-in, students read the story again to develop their fluency in reading. 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!” | |||
| 4.07.1 What is the Beginning Consonant Blend? – page 55 | 00:00:00 | ||
| In this lesson, students will listen to a word and fill in the missing digraph to connect the strategies they are learning for reading to spelling. | |||
| 4.08.1 Warm-up: The Reading Code – page 3 | 00:07:00 | ||
| In this lesson, we address the most challenging part in learning to read English which is to identify the sounds made by the primary vowels in a word: A, E, I, O, U. For any word or syllable, a vowel has a minimum of two possible sounds: a long sound and a short sound. The lessons on the vowels will use the standard diacritical marks: for long vowels the mark is called a macron; and for short vowels, the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the long vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. In this lesson, students are introduced to the reading code. The reading code is a logical way to identify the sound of the vowel in a word and sets the foundation for students to become effective readers. | |||
| 4.08.2 Identify the Accent Mark – page 56 | 00:11:00 | ||
| https://vimeo.com/448634064 | |||
| 4.09.1 Warm-up: The Reading Code – page 3 | 00:07:00 | ||
| In this lesson, we address the most challenging part in learning to read English which is to identify the sounds made by the primary vowels in a word: A, E, I, O, U. For any word or syllable, a vowel has a minimum of two possible sounds: a long sound and a short sound. The lessons on the vowels will use the standard diacritical marks: for long vowels the mark is called a macron; and for short vowels, the mark is called a breve. This term is far too difficult for young students to grasp and use effectively. We use the term accent mark to represent the long vowel symbol. The concept of a go-to reading strategy is emphasized throughout the Startup Reading program as the essential step in reading words. The go-to strategy for identifying a vowel sound in a word is called the reading code. In this lesson, students are introduced to the reading code. The reading code is a logical way to identify the sound of the vowel in a word and sets the foundation for students to become effective readers. | |||
| 4.09.2 Identify the Accent Mark – page 57 | 00:16:00 | ||
| In this lesson, students will be vowel detectives! Students will further develop their understanding of the accent marks to identify the vowel sound in a word. Students will associate the long and short vowel accent mark as a visual image to identify the vowel sounds in words. The concept of long and short vowel sounds is quite often an abstract concept to students. The concept becomes understandable when students identify the vowel with the short vowel accent mark. There are three steps to follow in this lesson: Students will draw a box around the vowels in each word to answer the question: How many vowels are in the word?; Students will circle the vowel with the correct accent mark to identify the vowel as making a long or short vowel sound; Students will read the word to complete their understanding of the word for the picture. | |||
| 4.10.1 One or More than One?: Singular or Plural? – page 58 | 00:06:00 | ||
| In this lesson, students will answer the question: Singular or plural? Students will learn and understand that when there’s only one item in the picture, that answers the question that it is singular and the corresponding word to circle does not have an “s” at the end. When there’s two items in the picture, that answers the question that it is plural and the corresponding word to circle has an “s” at the end. | |||
| 4.10.2 Read and Draw: Super Challenge! – page 59 | 00:08:00 | ||
| In this lesson, students will apply the reading code to read words that are a Super Challenge because the first consonant in the blend is silent. Students will be asked to cross off the silent consonant “k” and “w” as a reminder that they are silent in these blends. Students are excited to be the illustrator! Students are encouraged to be creative and draw a picture to demonstrate their understanding of the words. | |||
| 4.11.1 Identify the Drawing – page 60 | 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. | |||
| 4.11.2 Write a Simple Sentence: Jane paints – page 61 | 00:08:00 | ||
| 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, 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: The Ice Cream store sells milkshakes | |||
| 5.01.1 Words that End in a /k/ Sound – page 64 | 00:16:00 | ||
| In this lesson, students will be introduced to a unique digraph. The letters c and k can act alone to make the consonant sound /k/ or they can stick together to make the /ck/ sound at the end of a short vowel word. 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!” | |||
| 5.01.2 Spelling Bee: Spellings for the /k/ Sound – page 66 | 00:19:00 | ||
| In this lesson, students will connect the strategies they are learning for reading to spelling. The words will be centered on two reading strategies: When there’s only one vowel in a word, use the two-letter combination ck at the end of the word; When there’s two vowels in a word, use the ke which represents the reading code: “a-with-a-vowel-after-says-a” with a Final-e as in the example word bake. | |||
| 5.02.1 Words that End in a /k/ Sound: /ck/ and /ke/ – page 65 | 00:18:00 | ||
| In this lesson, students will listen to a spoken word to answer the question: Which ending completes the word? The words will be centered on two reading strategies: When there’s only one vowel in a word, use the two-letter combination ck at the end of the word as in the example word back; When there’s two vowels in a word, use the ke which represents the reading code: “a-with-a-vowel-after-says-a” with a Final-e as in the example word bake. | |||
| 5.02.1 Identify the Drawing: Words that End in a /k/ Sound – page 67 | 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. | |||
| 3.10.2 Read and Draw – page 43 | 00:13:00 | ||
| In this lesson, students will apply the reading code to read words with a consonant digraph. 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. | |||
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