The Startup Reading Two-Syllable Words Workbook, Book 6, is designed to help students expand their vocabulary and comprehension skills, ultimately becoming independent readers. Students will gain the necessary phonological awareness to analyze and decode two-syllable words. This understanding builds an essential foundation for students to begin reading multisyllabic words.
Throughout the workbook, students divide words into two syllables and write vowel accent marks before reading the words to provide a visual understanding of the vowel sounds. Examples of two-syllable words with a combination of long and short vowel syllables are:
kit|ten in|vite rep|tile cof|fee ig|nore ath|lete dol|phin chil|dren
Students continue to use this strategy as they read short stories with decodable and grade-level sight words. Each reading skill is introduced and reinforced through a series of fun, interactive activities that engage students in the learning process.
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 Four Seasons | |||
| 1.01.1 Double-same – B6, Page 8, part 1 of 2 | FREE | 00:15:00 | |
| Column 1: In this lesson, students will be introduced to a strategy to read Super Challenge words. Students will understand that a syllable is also identified as a word part and every syllable has a vowel. The vowel sounds will be identified by having students write the accent mark above the vowel to identify whether the vowel in a syllable has a long or short vowel sound. This lesson has two parts: Students will review the reading code as a strategy to identify the long and short vowel sound in words. The vowel sounds can be further emphasized when students are prompted to identify whether the vowel in a syllable has a long or short vowel sound. Students will identify a pattern in Column 1 as words that have two consonants in the middle that are double-same. | |||
| 1.02.2 Double different – page 8 part 2 of 2 | FREE | 00:12:00 | |
| Column 2: In this lesson, students will be introduced to a strategy to read Super Challenge words. Students will identify a pattern in words that have two consonants in the middle that are double-different. Students will understand that a syllable is also identified as a word part and every syllable has a vowel. The vowel sounds will be identified by having students write the accent mark above the vowel to identify whether the vowel in a syllable has a long or short vowel sound. | |||
| 1.03.1 Double-same consonants with “er” – page 9 part 1 of 2 | 00:22:00 | ||
| In this lesson, students will practice the strategy to read Super Challenge words. Students will understand that a syllable is also identified as a word part and every syllable has a vowel. The vowel sounds will be identified by having students write the accent mark above the vowel to identify whether the vowel in a syllable has a long or short vowel sound. Students will look to identify which words on the page follow the pattern: 1)Two consonants in the middle of a word that are double-same and 2) students will expand their knowledge of reading strategies by learning the “er” vowel team. | |||
| 1.04.1 Double-different Consonants with “er” – page 9 part 2 of 2 | 00:15:00 | ||
| In this lesson, students will practice the strategy to read Super Challenge words. Students will understand that a syllable is also identified as a word part and every syllable has a vowel. The vowel sounds will be identified by having students write the accent mark above the vowel to identify whether the vowel in a syllable has a long or short vowel sound. Students will look to identify which words on the page follow the pattern: 1)Two consonants in the middle of a word that are double-same and 2) students will expand their knowledge of reading strategies by learning the “er” vowel team. | |||
| 1.05.1 Sight Word Alert! – page 10 | 00:08:00 | ||
| 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 in a word. A word part is identified as a long or short vowel sound 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. | |||
| 1.05.2 Read the Sight Words prior to the story – Page 11 part 1 and 2 | FREE | 00:07:00 | |
| 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. | |||
| 1.05.3 Reading the Story: The Four Seasons, Page 11, Part 2 of 2 | 00:13:00 | ||
| In this lesson, with prompting and support, students will apply the strategy for reading words in the context of sentences that include both words they have already practiced combined with acquiring an understanding of new and challenging words. Before reading the story, students first identify and circle the words: Spring, Summer, Fall, and Winter as the seasons. | |||
| 1.06.1 Write a sentence and draw a picture about the story – Page 12 | 00:04:00 | ||
| In this lesson, students will write a sentence to describe a fascinating idea or an interesting fact they learned from the story. In the drawing activity, students are encouraged to be creative and include details to illustrate their personal experience in the theme of the story. | |||
| 1.06.2 Sight Word Alert! – Color the sight words – page 13 | 00:04:00 | ||
| 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 in the key. | |||
| 1.07.1 Spelling Bee: Two-syllable words – page 14 part 1 of 2 | 00:12:00 | ||
| In this lesson, students will connect the strategies they are learning for reading to spelling. The words will be centered on the reading strategy of words with two consonants in the middle as double-different. Students will be prompted to remember to write the silent vowel “e” as part of the “er” vowel team at the end of the words. In the drawing activity, students are encouraged to be creative and illustrate their understanding of the example words. | |||
| 1.08.1 Spelling Bee: Two-syllable words – page 14 part 2 of 2 | 00:11:00 | ||
| In this lesson, students will connect the strategies they are learning for reading to spelling. The words will be centered on the reading strategy of words with two consonants in the middle as double-same. Students will be prompted to remember to write the silent vowel /e/ as part of the “er” vowel team at the end of the words. In the drawing activity, students are encouraged to be creative and illustrate their understanding of the example words. | |||
| 1.09.1 Read and Draw: Compound Words – page 15 | 00:07:00 | ||
| In this lesson, students will apply the reading strategies they are learning to read compound words. A compound word is identified as two small words put together to make one big word. Students are excited to be the illustrator! Students are encouraged to be creative and draw a picture to demonstrate their understanding of the words. | |||
| 1.08.1 Unscramble the words to write a sentence – page 16 | 00:07:00 | ||
| In this lesson, students will learn that a simple sentence follows a basic structure of having a noun and a verb and it forms a complete thought. Students will learn to recognize and practice the standard conventions of sentence writing: begin with a capital letter, use correct spacing between words, and end with a punctuation mark. | |||
| Lesson 2: A Seed Wakes Up | |||
| 2.01.1 The Long Vowel /a/ Sound in words with “ay”and “ai” – page 18 | 00:14:00 | ||
| Column 1: In this lesson, students will practice the vowel team “ay” which makes the long vowel /a/ sound at the end of a word or syllable. Column 2: In this lesson, students will practice the vowel pattern “ai’ which makes the long vowel /a/ sound in the middle of a word. This lesson has two parts: The lesson starts by guiding students to make a connection between the long vowel /a/ sound in the words: mane, main, and May. Students will apply the reading code as a strategy to read words in a pattern with the vowels “ai” in the middle. The long vowel /a/ is represented in the reading code as “a-with-a-vowel-after says a”. The vowel sound will be identified by having students write the long vowel accent mark above the vowel. | |||
| 2.02.1 The Reading Code in words with “ai” – page 19 part 1 of 2 | 00:10:00 | ||
| In this lesson, students will apply the reading code “a-with-a-vowel-after says a” to read the “ai” words. The vowel sound will be identified by having students write the long vowel accent mark above the vowel. As the lesson progresses, students will be encouraged to recognize and recall the pattern “ai” in the middle of a word makes the long vowel /a/ sound. The words in lesson are in the range from a basic long vowel word to more challenging words with a beginning consonant blend. | |||
| 2.03.1 The Vowel Team “ay” at the end of a word – page 19 part 2 of 2 | 00:08:00 | ||
| In this lesson, students will practice the vowel team “ay” makes the long vowel /a/ sound at the end of a word or syllable. The words in the lesson are in the range from a basic long vowel word to more challenging words with a beginning consonant blend. | |||
| 2.04.2 Word Bank and introduction to the story A Seed Wakes Up – page 21 part 1 and 2 | 00:12:00 | ||
| Before starting the lesson, students are presented with a preview on the theme of the story with visual examples of a variety of seeds. In the word bank 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. | |||
| 2.04.3 Read the story: A Seed Wakes Up, write in the missing words – page 21 part 2 and 2 | 00:21:00 | ||
| Two-Syllable Words : Read, Write, and Discover: A Seed Wakes Up - page 21 part 2 - Read the story, write in the missing words, and discover the context of 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. | |||
| 2.05.1 Write a sentence and draw a picture connected to the story – page 22 | 00:05:00 | ||
| Two-Syllable Words : Read, Write, and Discover: A Seed Wakes Up - page 21 part 2 - Read the story, write in the missing words, and discover the context of the story. In this lesson, students will write a sentence to describe a fascinating idea or an interesting fact they learned from the story. In the drawing activity, students are encouraged to be creative and include details to illustrate their personal experience in the theme of the story. | |||
| 2.05.2 Sight Word Alert! – Color the sight words, open/have – page 23 | 00:16:00 | ||
| 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 in the key. | |||
| 2.06.2 Spelling Bee: Words with “ay” and “ai” – page 24 | 00:16:00 | ||
| In this lesson, students will connect the strategies they are learning for reading to spelling. The words will be centered on the reading strategy that when you hear the /a/ sound in the middle of a word, those words follow the pattern “ai” as in the reading code: “a-with-a-vowel-after-says-a” and are written in the “ai” category. When you hear the /a/ sound at the end of a word, those words follow the pattern, “ay” says /a/ and are written in the “ay” category. | |||
| 2.07.1 Read and Draw: Compound Words – page 25 | 00:08:00 | ||
| In this lesson, students will apply the reading strategies they are learning to read compound words. A compound word is identified as two small words put together to make one big word. Students are excited to be the illustrator! Students are encouraged to be creative and draw a picture to demonstrate their understanding of the words. | |||
| 2.07.1 Unscramble the words to write a sentence – page 26 | 00:04:00 | ||
| In this lesson, students will learn that a simple sentence follows a basic structure of having a noun, a verb, and it forms a complete thought. Students will learn to recognize and practice the standard conventions of sentence writing: begin a sentence with a capital letter, use correct spacing between words, and end with a punctuation mark. | |||
| Lesson 3: Treasure Hunt for Sea Shells! | |||
| 3.01.1 Two-syllable words with a Digraph -page 28 part 1 of 2 | 00:17:00 | ||
| Column 1: In this lesson, students will practice three strategies to read two-syllable words: 1) Identify the digraph in the middle of a word; 2) Mark a syllable wall to divide the word into syllables; 3) Identify the vowel sound in each syllable. This lesson has two parts: The lesson starts with a review of the strategy to read two-syllable words as words that have two consonants in the middle that are double-same as in the example word kitten. Students will understand that a syllable is also identified as a word part and every syllable has a vowel. The vowel sounds will be identified by having students write the accent mark above the vowel to identify whether the vowel in a syllable has a long or short vowel sound. Students will identify a pattern in Column 1 as words that have a digraph in the middle. A digraph is identified as two consonants that stick together to make a unique sound. The digraph counts as one consonant for the purpose of placing a syllable wall between two consonants. | |||
| 3.02.1 Two-syllable words with a Consonant Blend – page 28 part 2 of 2 | 00:12:00 | ||
| Column 2: In this lesson, students will practice three strategies to read two-syllable words: 1) Identify the consonant blend in the middle of a word; 2) Mark a syllable wall to divide the word into syllables; 3) Identify the vowel sound in each syllable. This lesson has two parts: Students will identify a pattern in Column 2 as words that have a consonant blend in the middle. A consonant blend is identified as two consonants that keep their individual sound except we blend the sounds together as a consonant blend. The consonant blend counts as one consonant for the purpose of placing a syllable wall between two consonants. Students will understand that a syllable is also identified as a word part and every syllable has a vowel. The vowel sounds will be identified by having students write the accent mark above the vowel to identify whether the vowel in a syllable has a long or short vowel sound. | |||
| 3.03.1 Two-Syllable words with a Digraph – page 29 part 1 of 2 | 00:21:00 | ||
| In this lesson, students will practice three strategies to read two-syllable words: 1) Identify the digraphs; 2) Mark a syllable wall to divide the word into syllables; 3) Identify the vowel sound in each syllable. This lesson has two parts: Students will identify a pattern as words that have a digraph. A digraph is identified as two consonants that stick together to make a unique sound. The digraph counts as one consonant for the purpose of placing a syllable wall between two consonants. Students will understand that a syllable is also identified as a word part and every syllable has a vowel. The vowel sounds will be identified by having students write the accent mark above the vowel to identify whether the vowel in a syllable has a long or short vowel sound. | |||
| 3.04.1 Two-Syllable Words with a Consonant Blend – page 29 part 2 of 2 | 00:09:00 | ||
| In this lesson, students will practice three strategies to read two-syllable words: 1) Identify the consonant blends; 2) Mark a syllable wall to divide the word into syllables; 3) Identify the vowel sound in each syllable. This lesson has two parts: Students will identify a pattern as words that have a consonant blend. A consonant blend is identified as two consonants that keep their individual sound except we blend the sounds together as a consonant blend. The consonant blend counts as one consonant for the purpose of placing a syllable wall between two consonants. Students will understand that a syllable is also identified as a word part and every syllable has a vowel. The vowel sounds will be identified by having students write the accent mark above the vowel to identify whether the vowel in a syllable has a long or short vowel sound. | |||
| 3.05.1 Sight Word Alert! open/others – page 30 | 00:09:00 | ||
| 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 Intro to the story, Vocabulary words and the Word bank page 31 part 1 and 2 | 00:13:00 | ||
| Before starting the lesson, students are presented with a preview on the theme of the story with visual examples of seashells that students might find on a treasure hunt adventure at the beach. Students will be introduced to new vocabulary words to build their knowledge and add meaning to the story. | |||
| 3.05.3 Read the story: Sea Shells, write in the missing words, – Page 31, part 3 | 00:20:00 | ||
| 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. This lesson adds an element of fun for students to color pictures of seashells similar to what they might find on a treasure hunt adventure at the beach. | |||
| 3.06.1 Write a sentence and draw a picture connected to the story – page 32 | 00:05:00 | ||
| In this lesson, students will write a sentence to describe a fascinating idea or an interesting fact they learned from the story. In the drawing activity, students are encouraged to be creative and include details to illustrate their personal experience in the theme of the story. | |||
| 3.06.2 Color the picture with the sight words, our/round – page 33 | 00:06:00 | ||
| 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. | |||
| 3.07.1 Unscramble the words to write a sentence – page 34 | 00:12:00 | ||
| In this lesson, students will learn that a simple sentence follows the basic structure of having a noun, a verb, and it forms a complete thought. Students will learn to recognize and practice the standard conventions of sentence writing: begin a sentence with a capital letter, use correct spacing between words, and end with a punctuation mark. | |||
| Lesson 4: The Fives Senses | |||
| 4.01.1 Review: Final-e words with /a/ as in cake – page 36 part 1 of 3 | 00:21:00 | ||
| In this lesson, students will demonstrate their understanding of the long vowel /a/ sound in words with a Final-e as in the example word cake. Students will demonstrate their ability to recall and apply the reading strategies they have practiced in the previous lessons. Students are especially engaged with visual and audio examples provided as they read the words to further develop their understanding of the words. | |||
| 4.02.1 Review: “ai” in the middle of a word – page 36 part 2 of 3 | 00:15:00 | ||
| In this lesson, students will demonstrate their understanding of the long vowel /a/ sound in words with “ai” says /a/ as in the example word rain. Students will demonstrate their ability to recall and apply the reading strategies they have practiced in the previous lessons. Students are especially engaged with the visual and audio examples provided as they read the words to further develop their understanding of the words. | |||
| 4.03.1 Review: “ay” at the end of a word – page 36 part 3 of 3 | 00:14:00 | ||
| In this lesson, students demonstrate their understanding of the long vowel /a/ sound in words with “ay” says /a/ as in the example word play. Students will demonstrate their ability to apply and recall the reading strategies they have practiced in the previous lessons. Students are especially engaged with the visual examples provided as they read the words to further develop their understanding of the words. | |||
| 4.04.1 Dividing words at double same consonants – page 37 part 1 of 3 | 00:18:00 | ||
| Column 1: In this lesson, students will be asked to recall and apply the strategy to divide words with two consonants in the middle into two syllables. As students are reading this group of words, they will use a catchy phrase, “I see two consonants, put a syllable wall” as a reminder of the first step in dividing a word into two syllables. Students will understand that a syllable is also identified as a word part and every syllable has a vowel. The vowel sounds will be identified by having students write the accent mark above the vowel to identify whether the vowel in a syllable has a long or short vowel sound. | |||
| 4.05.1 Dividing words at double different consonants – page 37 part 2 of 3 | 00:20:00 | ||
| Column 2: In this lesson, students will be asked to recall and apply the strategy to divide words with two consonants in the middle into two syllables. As students are reading this group of words, they will use a catchy phrase, “I see two consonants, put a syllable wall” as a reminder of the first step in dividing a word into two syllables. Students will understand that a syllable is also identified as a word part and every syllable has a vowel. The vowel sounds will be identified by having students write the accent mark above the vowel to identify whether the vowel in a syllable has a long or short vowel sound. | |||
| 4.06.1 Dividing words at a digraph or consonant blend – page 37 part 3 of 3 | 00:20:00 | ||
| Column 3: In this lesson, students will recall and apply three steps to read Super Challenge two-syllable words: 1) Identify the digraph or consonant blend in the middle of a word; 2) Mark a syllable wall to divide the word into syllables; 3) Identify the vowel sound in each syllable. This lesson has two parts: Students will identify a pattern in Column 3 as words that have three consonants in the middle. Once students identify the digraph or consonant blend in the middle of the word as consonants that stay together, the next step of where to place the syllable wall becomes more visible for students to divide these Super Challenge words into two syllables and successfully read the words. Students will understand that a syllable is also identified as a word part and every syllable has a vowel. The vowel sounds will be identified by having students write the accent mark above the vowel to identify whether the vowel in a syllable has a long or short vowel sound. | |||
| 4.07.1 Sight Word Alert! Read and Color the sight words -page 42 and Page 38 | 00:09:00 | ||
| 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 in the key. Students will be guided to read a group of 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. Students will complete page 38 independently (without a video) based on their recall of the words that were already practiced in the video lesson from page 42. | |||
| 4.07.2 Introduction to the story and the word bank – page 39 part 1 of 3 | 00:09:00 | ||
| Before starting the lesson, students are presented with visual examples to make a connection between the words in the word bank and how we experience the world around us through the five senses. In the word bank 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. | |||
| 4.07.3 Read, Write, and Discover: The Five Senses – page 39 part 2 of 3 | 00:23:00 | ||
| In this lesson, students will demonstrate their ability to read long and short vowel words with sufficient accuracy to support fluency combined with prompting and support to read the two-syllable words. The story is designed to engage students with vivid adjectives and meaningful context to describe how we use our five senses to experience the world around us. Vivan - new video lesson, part 3 or 3, please review | |||
| 4.07.4 Read The Five Senses – page 39 part 3 of 3, sentences 6-10 | 00:20:00 | ||
| In this lesson, students will demonstrate their ability to read long and short vowel words with sufficient accuracy to support fluency combined with prompting and support to read the two-syllable words. The story is designed to engage students with vivid adjectives and meaningful context to describe how we use our five senses to experience the world around us. | |||
| 4.08.1 Write a sentence and draw a picture about the story – page 40 | 00:08:00 | ||
| In this lesson, students will write a sentence to describe a fascinating idea or an interesting fact they learned from the story. In the drawing activity, students are encouraged to be creative and include details to illustrate their personal experience in the theme of the story. | |||
| 4.09.1 Write a sentence and draw a picture about the story – page 40 | 00:08:00 | ||
| In this lesson, students will write a sentence to describe a fascinating idea or an interesting fact they learned from the story. In the drawing activity, students are encouraged to be creative and include details to illustrate their personal experience in the theme of the story. | |||
| 4.10.1 Spelling Bee: Words with “ay” and “ai” page 41 | 00:18:00 | ||
| In this lesson, students will connect the strategies they are learning for reading to spelling. The words will be centered on the reading strategy that when you hear the “a” sound in the middle of a word, those words follow the pattern “ai” as in the reading code: “a-with-a-vowel-after-says-a” are written in the “ai” category. When you hear the “a” sound at the end of a word, those words follow the pattern, “ay” says “a” and are written in the “ay” category. | |||
| 4.12.1 Unscramble the words to write a sentence – page 43 | 00:13:00 | ||
| In this lesson, students will learn that a simple sentence follows the basic structure of having a noun, a verb, and it forms a complete thought. Students will learn to recognize and practice the standard conventions of sentence writing: begin a sentence with a capital letter, use the correct spacing between words, and end with a punctuation mark. | |||
| Lesson 5: Learn about the Weather | |||
| 5.01.1 Review: “ee” as in seed – page 46 part 1 of 4 | 00:16:00 | ||
| In this lesson, students will demonstrate their understanding of the long vowel /e/ sound in words as in the example words seed. Students will demonstrate their ability to recall and apply the reading strategies they have practiced in the previous lessons. The words in the lesson range from a simple long vowel word to more challenging words with a digraph or beginning consonant blend. Students are especially engaged with visual and audio examples provided as they read the words to further develop their understanding of the words. | |||
| 5.02.1 Review: “ea” as in leaf – page 46 part 2 of 4 | 00:14:00 | ||
| In this lesson, students will demonstrate their understanding of the long vowel /e/ sound in words as in the example word leaf. Students will demonstrate their ability to recall and apply the reading strategies they have practiced in the previous lessons. The words in the lesson range from a simple long vowel word to more challenging words with a digraph or beginning consonant blend. Students are especially engaged with visual and audio examples provided as they read the words to further develop their understanding of the words. | |||
| 5.02.2 Review: “oa” as in boat – page 46 part 3 of 4 | 00:15:00 | ||
| In this lesson, students will demonstrate their understanding of the long vowel /o/ sound in words as in the example words boat. Students will demonstrate their ability to recall and apply the reading strategies they have practiced in the previous lessons. The words in the lesson range from a simple long vowel word to more challenging words with a digraph or beginning consonant blend. Students are especially engaged with visual and audio examples provided as they read the words to further develop their understanding of the words. | |||
| 5.02.3 Review: “ai” as in rain – page 46 part 4 of 4 | 00:16:00 | ||
| In this lesson, students will demonstrate their understanding of the long vowel /a/ sound in words as in the example words rain. Students will demonstrate their ability to recall and apply the reading strategies they have practiced in the previous lessons. The words in the lesson range from a simple long vowel word to more challenging words with a digraph or beginning consonant blend. Students are especially engaged with visual and audio examples provided as they read the words to further develop their understanding of the words. | |||
| 5.03.1 Review: Final-e words with /i/ as in prize – page 47 part 1 of 3 | 00:11:00 | ||
| Column 1: Students will apply the reading code to demonstrate their understanding of the long vowel /i/ sound in words. The words in the lesson include a digraph or beginning consonant blend. | |||
| 5.04.1 The Ending ”y”: as in the word fly – page 47 part 2 of 3 | 00:09:00 | ||
| Column 2: In this lesson, students will learn a new reading strategy to answer the question: When does the consonant ‘y’ become a vowel? Answer: The consonant “y” becomes the vowel when there are no other vowels in a word or syllable. In this group of words, the ending “y” says /i/ as in the example word fly. The words in the lesson include a digraph or beginning consonant blend. | |||
| 5.05.1 The Ending “y”: as in the word bunny – page 47 part 3 of 3 | 00:19:00 | ||
| Column 3: In this lesson, students will learn a new reading strategy to answer the question: When does the consonant “y” become a vowel? Answer: The consonant “y” becomes a vowel when there are no other vowels in a word or syllable. There are three steps to apply the reading strategy in this group of words: Students will connect the “y” to the consonant before it to form a syllable; The consonant “y” now represents the vowel in the second syllable and makes the long vowel /e/ sound. Students will understand that a syllable is also identified as a word part and every syllable has a vowel. The vowel sounds will be identified by having students write the accent mark above the vowel to identify whether the vowel in a syllable has a long or short vowel sound. | |||
| 5.06.1 When the Ending“y” can sound as an “i” or an “e” – page 48, Part 1 | 00:14:00 | ||
| Column 1: In this lesson, students will further develop their understanding of three reading strategies: The reading code in words with the long vowel /i/ The consonant “y” makes the long vowel /i/ sound at the end of a tiny word as in the example word sky The consonant “y” makes the long vowel /e/ sound at the end of a two-syllable word as in the example word windy | |||
| 5.07.1 More about the Ending “y” as an “i” or an “e” – page 48, Part 2 | 00:12:00 | ||
| Column 2: In this lesson, students will further develop their understanding of three reading strategies: The reading code in words with the long vowel /i/; The consonant “y” makes the long vowel /i/ sound at the end of a tiny word as in the example word sky; The consonant “y” makes the long vowel /e/ sound at the end of a two-syllable word as in the example word windy. | |||
| 5.08.1 Final about the Ending “y” as an “i” or an “e” – page 48, Part 3 | 00:16:00 | ||
| Column 3: In this lesson, students will further develop their understanding of three reading strategies: The reading code in words with the long vowel /i/; The consonant “y” makes the long vowel /i/ sound at the end of a tiny word as in the example word sky; The consonant “y” makes the long vowel /e/ sound at the end of a two- syllable word as in the example word windy. | |||
| 5.09.1 Sight Word Alert!- page 49 | 00:13:00 | ||
| 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. | |||
| 5.09.3 Read, Write, and Discover: The Weather – page 50 | 00:09:00 | ||
| Before reading the story, students will be asked to consider which factors in the sky are helpful for them to predict the weather? Students will be introduced to new vocabulary words to build their knowledge and add meaning to the story. In the word bank 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. | |||
| 5.09.4 Read, Write, and Discover: The Weather, Sentences 1-2 Part 1 of 3 Page 50 | 00:15:00 | ||
| In this lesson, students will demonstrate their ability to read long and short vowel words with sufficient accuracy to support fluency combined with prompting and support to read the vocabulary words. The story is designed to engage students with meaningful context to describe how the sun gives us the weather. | |||
| 5.09.4 Read, Write, and Discover: The Weather – page 50 Sentences 3-5 Part 2 of 3 | 00:00:00 | ||
| 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. | |||
| 5.09.5 Read about The Weather, Sentences 6-7, Page 50 Part 3 of 3 | 00:14:00 | ||
| In this lesson, students will demonstrate their ability to read long and short vowel words with sufficient accuracy to support fluency combined with prompting and support to read the vocabulary words. The story is designed to engage students with meaningful context to describe how the sun gives us the weather. | |||
| 5.10.1 Sight Word Alert! Color the sight words – page 51 | 00:04:00 | ||
| 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. | |||
| 5.11.1 Spelling Bee, practice with words ending in “y” – page 52 | 00:12:00 | ||
| In this lesson, students will connect the strategies they are learning for reading to spelling. The words will be centered on the reading strategy: when you hear the vowel /i/ followed by a consonant sound in a word, those words follow the pattern of the reading code “i-with-a-vowel-after-says-i” with a Final-e and are written in the category with the example word kite. When you hear the long vowel /i/ sound at the end of a word, those words follow the pattern: the consonant “y” makes the long vowel sound /i/ at the end of a tiny word and are written in the category as in the example word sky. This lesson includes an element of fun for students draw a picture for the long vowel /e/ sound at the end of a word that follows the pattern, the consonant “y” makes the long vowel /e/ sound at the end of a two-syllable word as in the example word bunny. | |||
| 5.12.1 Read and Draw: Compound Words – page 53 | 00:09:00 | ||
| In this lesson, students will apply the reading strategies they are learning to read compound words. A compound word is identified as two small words put together to make one big word. Students are excited to be the illustrator! Students are encouraged to be creative and draw a picture to demonstrate their understanding of the words. | |||
| 5.12.2 Unscramble the words to write a sentence – page 54 | 00:11:00 | ||
| In this lesson, students will learn that a simple sentence follows the basic structure of having a noun, a verb, and it forms a complete thought. Students will learn to recognize and practice the standard conventions of sentence writing: begin a sentence with a capital letter, use the correct spacing between words, and end with a punctuation mark. | |||
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