level 2 test course
Course Curriculum
| Page 51, Beginning Consonant Blends – B5, 4.04.1 | 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. | |||
| Page 49, Be a Vowel Detective – B5, 4.02.2 | 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 | |||
| level 2 interim assessment | 00:00:00 | ||
| Page 19 part 2, The Vowel Team “ay” – B6, 2.03.1 | 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. | |||
| Page 47, Vowel Teams: ow, wa, and cial – B7, 4.02.1 | 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. | |||
| level 2 final assessment | 00:00:00 | ||
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