Course Curriculum
| 2.00.1 Overview of reading code strategy, Lesson 2, Book 5 | 00:00:00 | ||
| 4.00.1 Overview of Book6, Lesson 4 | 00:00:00 | ||
| Digraphs and Blends : Lesson Plan 7 – Warm-up: The Reading Code | 00:00:00 | ||
| Interim (Test Copy) | 03:00:00 | ||
| Page 3, Intro to the Reading Code Lesson, B2, 1.07.0 RC | 00:04:00 | ||
| 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 long vowels the mark is called a macron. 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. | |||
| 3.04.1 Drawing Lesson – Page 37 | 00:00:00 | ||
| 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 Mrs. Lough, an art teacher, teaches her class the techniques artists use to draw illustrations of images they see in the school garden. Students will further develop their comprehension of the theme of the passage by drawing pictures of selected items in the story. | |||
| Final (Test Copy) | 03:00:00 | ||
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