Course Curriculum
| Level 5 Midpoint Assessment | 03:00:00 | ||
| Page 31 part 1, Intro to the story, Vocabulary words – B6, 3.05.2 | 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. | |||
| Page 32, Write a sentence, draw a picture – B6, 3.06.1 | 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. | |||
| Page 37 part 2 of 3, Dividing words- double different consonants – B6, 4.05.1 | 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. | |||
| Level 5 Progress Assessment | 03:00:00 | ||
| Page 37 part 3 of 3, Dividing words at the digraph or consonants – B6, 4.06.1 | 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. | |||
| Page 45, Four Essential Syllable Strategies – B7, 4.02.1 | 00:00:00 | ||
| 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 1. 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. 2. 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 1. 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. 2. 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. | |||
| Level 5 Final Assessment | 03:00:00 | ||
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Digraphs and Blends
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