The Startup Reading Introduction to Vowel Teams Workbook, Book 7, is designed as a Language Arts curriculum that provides reading strategies for a solid foundation in literacy. The objective is for students to learn and apply reading, comprehension, and spelling strategies to read higher-level passages.
In particular, this workbook guides students in developing the following key strategies:
1) Vowel Teams – Students will be vowel detectives to find the first vowel in a word, then look to see if that vowel is connected to other letters to make a new unique sound. Identifying a Vowel Team in a word is an essential skill for students to develop their knowledge of irregular vowel patterns and read more complex words.
2) The 4 Essential Syllable Strategies – Students will learn to divide Super Challenge words into syllables. First, they will look for two consonants in the middle of the word. Next, they will identify the vowel sound in each syllable. The ability to divide words into syllables is a foundational skill for students to read higher-level passages with an increased emphasis on fluency, vocabulary acquisition, and comprehension.
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:The Dragon Parade | |||
| 1.01.1 Vowel Team: “al” as in “waterfall” – Page 12 Part 1 of 3 | FREE | 00:11:00 | |
| In this lesson, students will read words with the Vowel Team “al” says /awl/ in the middle of a word and “all” says /awl/ at the end of a word. Students will identify a pattern where the Vowel Team stays the same and the beginning consonant sound changes to make a new word as in the words: ball, call, tall, and wall. Students are especially engaged with visual and audio examples provided to further develop their understanding of the words. | |||
| 1.01.2 Vowel Team: “er” as in feather – Page 12 Part 2 of 3 | 00:24:00 | ||
| In this lesson, students will read words with the Vowel Team “er” says /r/ as in the word feather. Students are especially engaged with visual and audio examples provided to further develop their understanding of the words. | |||
| 1.01.3 Vowel Team: “ew” as in jewel – Page 12 Part 3 of 3 | 00:15:00 | ||
| In this lesson, students will read words with the Vowel Team “ew” says /oo/ as in the word jewel. Students will be directed to identify a pattern where the Vowel Team stays the same and the beginning consonant sound changes to make a new word as in the words: new, few, dew, blew, grew, and stew. Students are especially engaged with visual and audio examples provided to further develop their understanding of the words. | |||
| 1.02.1 ED as a suffix says /ed/ as in the word painted – Page 13 Part 1 of 3 | FREE | 00:09:00 | |
| ED is pronounced with a short vowel /e/ sound when the base word ends in a consonant t or d as in the word painted. | |||
| 1.02.2 ED as a suffix says /t/ as in the word helped – Page 13 Part 2 of 3 | 00:11:00 | ||
| Ed is pronounced /t/ as in the sound of the consonant t when the base word ends in a consonant p as in the word “helped”. | |||
| 1.02.3 ED as a suffix says /t/ as in the word helped – Page 13 Part 3 of 3 | 00:11:00 | ||
| ED as a suffix is pronounced /d/ as in the sound of the consonant d when the base word ends in the consonant r, l, or y as in the words “cheered”, “called”, and “played”. | |||
| 1.03.1 ED Identifying the correct sound of ED in a sentence – Page 13 | 00:10:00 | ||
| This session has one video; In this lesson, students will underline the final consonant of a root word to determine the ED sound as a suffix. | |||
| 1.04.1 Strategy #1 – Look for Two Consonants – Page 14-A | FREE | 00:15:00 | |
| This session has one video to introduce students to the first essential strategy to read two-syllable words. Students will mark a syllable wall between the two consonants in the middle of the word that are the same or different. | |||
| 1.05.1 Strategy Strategy # 2: Compound Words – Page 14-B | 00:08:00 | ||
| This session has one video; In this lesson, students will learn and apply the reading strategy that compound words are two small words put together to make one big word. | |||
| 1.05.2 Strategy # 3: Open or Closed Syllables – Page 14-C1 & C2 | 00:00:00 | ||
| This session has two separate videos to teach two distinct strategies to read Super Challenge words. | |||
| 1.06.1 Open Syllables – Page 14-C1 | FREE | 00:09:00 | |
| In this lesson, students will be Vowel Detectives to mark the syllable wall after the first vowel in a word. Students will learn: When a syllable ends with a vowel, the vowel will say its name which is also identified as a long vowel sound. | |||
| 1.06.2 Closed Syllables – Page 14-C2 | 00:08:00 | ||
| In this lesson, students will follow the pattern Consonant-Vowel-Consonant (CVC) to mark the syllable wall after the last consonant in the pattern. Students will learn: When a vowel is closed between two consonants (CVC) the vowel will make a short vowel sound. | |||
| 1.07.1 Prefix Page 14 D-1 | 00:05:00 | ||
| In this lesson, students will learn a prefix is a word part that is added to the beginning of a base or familiar word. Adding a prefix changes the meaning of a word. | |||
| 1.07.2 Suffix – Page 14 D-2 | 00:06:00 | ||
| In this lesson, students will learn a suffix is a word part that is added to the ending of a base or familiar word. Adding a suffix changes the meaning of a word. | |||
| 1.08.1 High Frequency Words – Page 15 – Part 1 | 00:06:00 | ||
| In this lesson, students will read and write a group of High Frequency Words. Students will then demonstrate their ability to recall this group of words in a passage. | |||
| 1.08.2 Vocabulary and Meaning – Page 15 – Part 2 | 00:10:00 | ||
| In this lesson, students will be introduced to new vocabulary words to build their knowledge and add meaning to the passage. Students will identify the key words to develop their ability to connect the vocabulary word to the definition. | |||
| 1.10.1 The Dragon Parade – Page 16 | 00:00:00 | ||
| This session does not have a video; Students will read the passage to their reading coach with prompting and support to 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. The theme of the passage is about a music class that performs a dragon parade to learn how the Chinese New Year is celebrated. Students will further develop their comprehension of the theme of the passage by drawing pictures of selected items in the story | |||
| 1.11.1 Practice for Comprehension- Page 17 | 00:00:00 | ||
| This session does not have a video; The reading coach will guide students to learn to refer to information in the passage to answer multiple-choice questions about Ms. Pepper and the class performing a parade to learn about Chinese New Year. | |||
| 1.12.1 Written Response – Page 18 | 00:00:00 | ||
| This session does not have a video; The reading coach will guide students to write the answer in a complete sentence. | |||
| 1.12.2 Listening and Speaking for Comprehension – Page 19 | 00:00:00 | ||
| This session does not have a video; students will complete this lesson by drawing and writing about a personal experience in the theme of the passage. | |||
| 1.13.1 Think and Draw | 00:00:00 | ||
| In this lesson, students will draw a picture to illustrate a celebration or festival that is important to their family. | |||
| 1.13.2 Write a Short Paragraph | 00:00:00 | ||
| In this lesson, students will write a short paragraph to describe their favorite part of a celebration or festival that is important to their family. | |||
| 1.14.1 Spelling Practice -Page 20 | 00:00:00 | ||
| This session does not have a video; students will connect the strategies they are learning for reading to spelling. Students will highlight or circle a Vowel Team in a word and then write each word in the correct Vowel Team category. | |||
| 1.15.1 Sight Words – Page 21 | 00:00:00 | ||
| This session does not have a video; students will first complete these activities independently and then show the completed activities to their reading coach. 1. Sight Word Comprehension: In this lesson, students will learn to use context to choose the correct word to complete the sentence. 2. Vowel Sound Practice: In this lesson, students will practice the Vowel Team “ew” says /oo/ as in the word jewel by drawing a picture to match the words. | |||
| Lesson 2: In the Garden | |||
| 2.01.1 Vowel Teams: ar, ir, ur, and ay – Page 24 | 00:09:00 | ||
| This session has one video for students to follow along as a reading coach guides a reading friend in the steps to read words with the Vowel Teams: ar, ir, ur, and ay. 1)Vowel Team: “är” as in “car” In this lesson, students will read words with the Vowel Team “ar” says /är/ as in the word “car”. 2) Vowel Team: “ir” as in bird In this lesson, students will read words with the Vowel Team “ir” says /r/ as in the word bird. 3) Vowel Team: “ur” as in purse In this lesson, students will read words with the Vowel Team “ur” says /r/ as in the word purse. 4) Vowel Team: “ay” as in crayons In this lesson, students will read words with the Vowel Team “ay” says /long ā/ as in the word crayons. Students will identify a pattern where the Vowel Team stays the same and the beginning consonant sound changes to make a new word as in the words: day, way, say, hay, and May. | |||
| 2.02.1 Vowel Teams: igh, oo, and oi – Page 25 | 00:03:00 | ||
| 1) Vowel Team: “igh” as in night In this lesson, students will read words with the Vowel Team “igh” says /long ī/ as in the word night. Students will identify a pattern where the Vowel Team stays the same and the beginning consonant sound changes to make a new word as in the words: light, right, tight, and might. 2) Vowel Team: “oo” as in zoo In this lesson, students will read words with the Vowel Team “double oo” says /oo/ as in the word zoo. 3) Vowel Team: “oi” as in coin In this lesson, students will read words with the Vowel Team “oi” says /oi/ as in the word coin. Students will identify a pattern where the Vowel Team stays the same and the beginning consonant sound changes to make a new word as in the words: soil, boil, and coil. | |||
| 2.03.1 Categorize Words with the 4 Essential Syllable Strategies – Page 26 | 00:29:00 | ||
| This session has one video for students to follow along as a reading coach guides a student to identify the strategy to divide a word into syllables and then write the word in the correct category. Strategy #1 - Look for Two Consonants - The first “Go-to” strategy is to identify if there are two consonants in the middle of a word that are the same or different. Strategy # 2: Compound Words - Students will apply the reading strategy that compound words are two small words put together to make one big word. Strategy # 3: Open or Closed Syllables Open Syllables In this lesson, students will be Vowel Detectives to mark the syllable wall after the first vowel in a word. Students will learn: When a syllable ends with a vowel, the vowel will say its name which is also identified as a long vowel sound. Closed Syllables In this lesson, students will follow the pattern Consonant-Vowel-Consonant (CVC) to mark the syllable wall after the last consonant in the pattern. Students will learn: When a vowel is closed between two consonants (CVC) the vowel will make a short vowel sound. Strategy #4: Look for a Prefix or Suffix Prefix In this lesson, students will learn a prefix is a word part that is added to the beginning of a base or familiar word. Adding a prefix changes the meaning of a word. Suffix In this lesson, students will learn a suffix is a word part that is added to the ending of a base or familiar word. Adding a suffix changes the meaning of a word. | |||
| 2.04.1 High Frequency Words & Vocabulary and Meaning – Page 27 | 00:11:00 | ||
| This session has one video for students to follow along as a reading coach guides a reading friend to read and write a group of High Frequency Words. 1. High Frequency Words In this lesson, students will read and write a group of High Frequency Words. Students will then demonstrate their ability to recall this group of words in a story. 2. Vocabulary and Meaning In this lesson, students will be introduced to new vocabulary words to build their knowledge and add meaning to the story. Students will identify the key words to develop their ability to connect the vocabulary word to the definition. | |||
| 2.05.1 In the Garden – Page 28 | 00:16:00 | ||
| This session has one video for the first paragraph to establish the pattern on how a reading coach guides a student with prompting and support to 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. The theme of the passage is about Ms. Hartland, a gardening teacher that teaches her class how to make compost to add to the soil in their garden for the plants to grow strong and big. Students will further develop their comprehension of the theme of the passage by drawing pictures of selected items in the story. | |||
| 2.06.1 Practice for Comprehension- Page 17 | 00:00:00 | ||
| This session does not have a video; the reading coach will guide students to refer to information in the passage to answer multiple choice questions about the gardening teacher and the class making compost for their garden. | |||
| 2.07.1 Written Response – Page 30 | 00:00:00 | ||
| This session does not have a video; the reading coach will guide students to learn to change a question into a complete sentence | |||
| 2.08.1 Listening and Speaking for Comprehension – Page 31 | 00:00:00 | ||
| Listening and Speaking for Comprehension - Page 31 This session does not have a video; students will complete this lesson by drawing and writing about a personal experience in the theme of the passage. 1. Think and Draw: In this lesson, students will draw a picture to illustrate a garden. Students are encouraged to be creative and include details that show their personal experience in the theme of the passage. 2. Write a Short Paragraph: In this lesson, students will write a short paragraph to describe their illustration of a fruit or vegetable they would like to grow in a garden. | |||
| 2.09.1 Vowel Teams Spelling Practice: oi, igh, oo, and oi – Page 32 | 00:00:00 | ||
| This session does not have a video; students will connect the strategies they are learning for reading to spelling. Students will highlight or circle a Vowel Team in a word and then write each word in the correct Vowel Team category | |||
| 2.10.1 Vowel Sound Practice: igh, oo, oi, and ir – Page 33 | 00:00:00 | ||
| This session does not have a video; students will first complete these activities independently and then show the completed activities to their reading coach. In this lesson, students will practice the Vowel Teams in a variety of ways: by drawing a picture to match the word, write in the vowel team to complete the word, and circle the words with the vowel team in a group of words. | |||
| Lesson 3 : The Tallest Animal | |||
| 3.01.1 Vowel Teams: oy, ol, ow, and soft g – Page 36 | 00:24:00 | ||
| 1)Vowel Team: “oy” as in “toy” In this lesson, students will read words with the Vowel Team “oy” says /oi/ as in the word “toy”. Students will identify a pattern where the Vowel Team stays the same and the beginning consonant sound changes to make a new word as in the words: joy, toy, boy, and soy. 2) Vowel Team: “ol” as in “oldest” In this lesson, students will read words with the Vowel Team “ol” says /ol/ as in the word oldest. Students will identify a pattern where the Vowel Team stays the same and the beginning consonant sound changes to make a new word as in the words: told, sold, bold, fold, and gold. 3) Vowel Team: “ow” as in snowman In this lesson, students will read words with the Vowel Team “ow” says /long vowel ō/ as in the word snowman. Students will identify a pattern where the Vowel Team stays the same and the beginning consonant blend changes to make a new word as in the words: know, show, glow, grow, and slow. 4) Vowel Team: “soft g” as in giraffe In this lesson, students will read words with the Vowel Team “soft g” says /j/ as in the word giraffe. Students will learn that g is pronounced /j/ as in the sound of the consonant j when it’s followed by an e, i, or y. | |||
| 3.02.1 Categorize Words with the 4 Essential Syllable Strategies – Page 37 | 00:00:00 | ||
| Categorize Words with the 4 Essential Syllable Strategies - Page 37 This session does not have a video; the reading coach will guide students to identify the strategy to divide a word into syllables and then write the word in the correct category. Strategy #1 - Look for Two Consonants - The first “Go-to” strategy is to identify if there are two consonants in the middle of a word that are the same or different. Strategy # 2: Compound Words - Students will apply the reading strategy that compound words are two small words put together to make one big word. Strategy # 3: Open or Closed Syllables Open Syllables In this lesson, students will be Vowel Detectives to mark the syllable wall after the first vowel in a word. Students will learn: When a syllable ends with a vowel, the vowel will say its name which is also identified as a long vowel sound. Closed Syllables In this lesson, students will follow the pattern Consonant-Vowel-Consonant (CVC) to mark the syllable wall after the last consonant in the pattern. Students will learn: When a vowel is closed between two consonants (CVC) the vowel will make a short vowel sound. Strategy #4: Look for a Prefix or Suffix Prefix In this lesson, students will learn a prefix is a word part that is added to the beginning of a base or familiar word. Adding a prefix changes the meaning of a word. Suffix In this lesson, students will learn a suffix is a word part that is added to the ending of a base or familiar word. Adding a suffix changes the meaning of a word. | |||
| 3.03.1 High Frequency Words & Vocabulary and Meaning – Page 38 | 00:00:00 | ||
| This session has two separate videos for students to follow along as a reading coach guides a reading friend to read and write a group of High Frequency Words | |||
| 3.03.1.1 High Frequency Words – Page 38 Part 1 of 2 | 00:00:00 | ||
| In this lesson, students will read and write a group of High Frequency Words. Students will then demonstrate their ability to recall this group of words in a story. | |||
| 3.03.1.2 Vocabulary and Meaning – Page 38 Part 2 of 2 | 00:06:00 | ||
| Summer camp video with Camila In this lesson, students will be introduced to new vocabulary words to build their knowledge and add meaning to the story. Students will identify the key words to develop their ability to connect the vocabulary word to the definition. | |||
| 3.04.1 The Tallest Animal – B7, Page 39 | 00:11:00 | ||
| This session has one video for the first paragraph to establish the pattern on how a reading coach guides a student with prompting and support to 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. The theme of the passage is about Mr. Troy, a science teacher that teaches his class about giraffes, the tallest animals on land. Students will further develop their comprehension of the theme of the passage by drawing pictures of selected items in the story. | |||
| 3.05.1 Practice for Comprehension- Page 40 | 00:12:00 | ||
| This session has one video for students to follow along as a reading coach guides a reading friend in the steps to refer to information in the passage to answer multiple choice questions about giraffes | |||
| 3.06.1 Written Response – Page 41 | 00:00:00 | ||
| This session does not have a video; the reading coach will guide students to learn to change a question into a complete sentence. | |||
| 3.07.1 Listening and Speaking for Comprehension – Page 42 | 00:00:00 | ||
| This session does not have a video; students will complete this lesson by drawing and writing about a personal experience in the theme of the passage. 1. Think and Draw: In this lesson, students will draw a picture of their favorite animal. Students are encouraged to be creative and include details that describe a special characteristic about their favorite animal. 2. Write a Short Paragraph: In this lesson, students will write a short paragraph to describe a special characteristic about their favorite animal. | |||
| 3.08.1 Vowel Teams Spelling Practice: soft g, ow, and ol – Page 43 | 00:00:00 | ||
| This session does not have a video; students will connect the strategies they are learning for reading to spelling. Students will highlight or circle a Vowel Team in a word and then write each word in the correct Vowel Team category. | |||
| 3.09.1 Vowel Sound Practice: oy, ol, ow, and soft g – Page 44 | 00:00:00 | ||
| This session does not have a video; students will first complete the activities independently and then show the completed activities to their reading coach. In this lesson, students will practice the Vowel Teams in a variety of ways: by drawing a picture to match the word, write in the vowel team to complete the word, and circle the words with the vowel team in a group of words. | |||
| Lesson 4 : The Mexican Cenotes | |||
| 4.01.1 Vowel Teams: y says /e/, le, and c says /s/ – Page 46 | 00:12:00 | ||
| The reading coach will guide students in the steps to read the words with the Vowel Teams: y says /e/, le, and c says /s/. 1)Vowel Team: “y” says /e/” In this lesson, students will read words where the consonant “y” represents the vowel in the second syllable and makes the long vowel /ē/ sound as in the word “puppy”. Students will identify a pattern where the Vowel Team stays the same and the beginning consonant sound changes to make a new word as in the words: sunny, bunny, and funny. 2) Vowel Team: “le” as in “turtle” In this lesson, students will read words with the Vowel Team “le” says /l/ as in the word turtle. 3) Vowel Team: “soft c” as in ice cream In this lesson, students will read words with the Vowel Team “soft c” says /s/ as in the word ice cream. Students will learn that c is pronounced /s/ as in the sound of the consonant s when it’s followed by an e, i, or y. | |||
| 4.02.1 Vowel Teams: ow, wa, and cial – Page 47 | 00:12:00 | ||
| This session has one video for students to follow along as a reading coach guides a reading friend in the steps to read words with the Vowel Teams: ow, wa, and cial 1) Vowel Team: “ow” as in snowman In this lesson, students will read words with the Vowel Team “ow” says /long ō/ as in the word snowman. Students will identify a pattern where the Vowel Team stays the same and the beginning consonant blend changes to make a new word as in the words: show, snow, grow, might, and slow. 2) Vowel Team: “wä” as in waterfall In this lesson, students will read words with the Vowel Team “wa” says /wä/ as in the word waterfall. 3) Vowel Team: “cial” as in glacial In this lesson, students will read words with the Vowel Team “cial” says /shul/ as in the word glacial. Students will learn that ci is pronounced /sh/ as in the sound of the consonant digraph SH. | |||
| 4.03.1 Vocabulary and Meaning – Page 48 | 00:09:00 | ||
| This session has one video. In this lesson, students will be introduced to new vocabulary words to build their knowledge and add meaning to the story. | |||
| 4.04.1 The Mexican Cenotes – Page 49 | 00:00:00 | ||
| This session does not have a video; students will read the passage to their reading coach with prompting and support to 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. The theme of the passage is about a girl named Anna and her family going on an adventure to the Mexican Cenotes during a school holiday. Students will further develop their comprehension of the theme of the passage by drawing pictures of selected items in the story. | |||
| 4.05.1 Practice for Comprehension- Page 50 | 00:00:00 | ||
| This session does not have a video; the reading coach will guide students in the steps to refer to information in the passage to answer multiple choice questions. | |||
| 4.06.1 Written Response – Page 51 | 00:10:00 | ||
| This session has one video for students to follow along as a reading coach guides a reading friend in the steps to refer to change a question into a statement to answer questions about the Mexican Cenotes. The video starts with question #2 of the three questions. | |||
| 4.07.1 Listening and Speaking for Comprehension – Page 52 | 00:00:00 | ||
| This session does not have a video; students will complete this lesson by drawing and writing about a personal experience in the theme of the passage. 1. Think and Draw: In this lesson, students will draw a picture of one of their favorite places. Students are encouraged to be creative and include details that describe a special characteristic about what they like to do at one of their favorite places. 2. Write a Short Paragraph: In this lesson, students will write a short paragraph to describe what they like to do at one of their favorite places. | |||
| 4.08.1 Vowel Teams Spelling Practice: cial, wa, le, and c says /s/ – Page 53 | 00:00:00 | ||
| This session does not have a video; students will connect the strategies they are learning for reading to spelling. Students will highlight or circle a Vowel Team in a word and then write each word in the correct Vowel Team category. | |||
| 4.09.1 Vowel Sound Practice: y says /e/, le, and c says /s/ – Page 54 | 00:00:00 | ||
| This session does not have a video; students will first complete these activities independently and then show the completed activities to their reading coach. In this lesson, students will practice the Vowel Teams in a variety of ways: by drawing a picture to match the word, write in the vowel team to complete the word, and circle the words with the vowel team in a group of words. | |||
| 4.010.1 Vowel Sight Words – Page 55 | 00:00:00 | ||
| This session does not have a video; students will first complete these activities independently and then show the completed activities to their reading coach. 1. Sight Word Comprehension: In this lesson, students will learn to use context to choose the correct word to complete the sentence. 2. Vowel Sound Practice: In this lesson, students will practice the Vowel Team “ow” says /long o/ as in the word snowman by drawing a picture to match the words. | |||
| 4.11.1 Vocabulary – Page 56 | 00:00:00 | ||
| This session does not have a video; students will first complete the activity independently and then show the completed activity to their reading coach. In this lesson, students will have fun with a crossword puzzle activity to recall the vocabulary words from the Mexican Cenotes passage. | |||
| Lesson 5 : The Mangrove Forest | |||
| 5.01.1 Vowel Teams: er, ew, ir, and ur – Page 58 | 00:00:00 | ||
| This session does not have a video; the reading coach will guide students in the steps to read the words with the Vowel Teams: er, ew, ir, and ur. 1)Vowel Team: “er” as in “feather” In this lesson, students will read words with the Vowel Team “er” says /r/ as in the word “feather”. 2) Vowel Team: “ew” as in “blew” In this lesson, students will read words with the Vowel Team “ew” says /yoo/ as in the word blew. Students will identify a pattern where the Vowel Team stays the same and the beginning consonant blend changes to make a new word as in the words: knew, chew, grew, drew, and flew. 3) Vowel Team: “ir” as in bird In this lesson, students will read words with the Vowel Team “ir” says /r/ as in the word songbird. 4) Vowel Team: “ur” as in purse In this lesson, students will read words with the Vowel Team “ur” says /r/ as in the word purse. | |||
| 5.02.1 Vowel Teams: igh, oo, oi, and or – Page 59 | 00:00:00 | ||
| This session does not have a video; the reading coach will guide students in the steps to read the words with the Vowel Teams: igh, oo, oi, and or 1) Vowel Team: “igh” as in night In this lesson, students will read words with the Vowel Team “igh” says /long ī/ as in the word night. Students will identify a pattern where the Vowel Team stays the same and the beginning consonant sound changes to make a new word as in the words: light, right, tight, and bright. 2) Vowel Team: “oo” as in zoo In this lesson, students will read words with the Vowel Team “double oo” says /oo/ as in the word zoo. 3) Vowel Team: “oi” as in coin In this lesson, students will read words with the Vowel Team “oi” says /oi/ as in the word coin. Students will identify a pattern where the Vowel Team stays the same and the beginning consonant sound changes to make a new word as in the words: soil, boil, and coil. 4) Vowel Team: “or” as in acorn In this lesson, students will read words with the Vowel Team “or” says /r/ as in the word acorn. | |||
| 5.03.1 Vocabulary and Meaning – Page 60 | 00:00:00 | ||
| This session does not have a video; the reading coach will guide students in the steps to read the vocabulary words and definitions. Students will be introduced to new vocabulary words to build their knowledge and add meaning to the passage. Students will identify the key words to develop their ability to connect the vocabulary word to the definition. | |||
| 5.04.1 The Mangrove Forest – Page 61 | 00:00:00 | ||
| This session does not have a video; students will read the passage to their reading coach with prompting and support to 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. The theme of the passage is about a boy named Keyon and his family going on an adventure to the Mangrove Forest. Students will further develop their comprehension of the theme of the passage by drawing pictures of selected items in the story. | |||
| 5.05.1 Practice for Comprehension- Page 62 | 00:00:00 | ||
| This session does not have a video; the reading coach will guide students in the steps to refer to information in the passage to answer multiple choice questions. | |||
| 5.06.1 Written Response – Page 63 | 00:00:00 | ||
| This session does not have a video; the reading coach will guide students to learn to change a question into a complete sentence. | |||
| 5.07.1 Listening and Speaking for Comprehension – Page 64 | 00:00:00 | ||
| Listening and Speaking for Comprehension - Page 64 This session does not have a video; students will complete this lesson by drawing and writing about a personal experience in the theme of the passage. 1. Think and Draw: In this lesson, students will draw a picture of a time they visited the ocean and the sea animals they saw. If students have not visited the ocean, they will draw a picture about a sea animal they would want to see if they did go to the ocean. Students are encouraged to be creative and include details that describe a sea bird or sea animal. 2. Write a Short Paragraph: In this lesson, students will write a short paragraph to describe a memorable experience from a time they visited the ocean or the beach. | |||
| 5.08.1 Vowel Sound Practice: ar, ir, ur, and ay – Page 65 | 00:00:00 | ||
| This session does not have a video; students will first complete these activities independently and then show the completed activities to their reading coach. Students will practice the Vowel Teams in a variety of ways: by drawing a picture to match the word, write in the vowel team to complete the word, and circle the words with the vowel team in a group of words. | |||
| 5.09.1 Vocabulary – Page 66 | 00:00:00 | ||
| This session does not have a video; students will first complete the activity independently and then show the completed activity to their reading coach. Students will have fun with a crossword puzzle activity to recall the vocabulary words from the Mangrove Forest passage. | |||
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