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Course Curriculum
| Page 21, Learn to Be a Vowel Detective:B2, 2.02.2 | 00:14:00 | ||
| In this lesson, students will be a vowel detective! Students will follow three steps to read the words: 1) Students will use a memorable phrase, “Find the first vowel and give it the code” as the first step to read each word; 2) Students will further develop their understanding of the vowel sound by writing the accent mark above the first vowel and crossing out the second vowel; 3) Students will trace the number 2 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). Students are especially engaged with visual and audio examples provided as they read the words to further develop their understanding of the words. At this level, it is common for students to confuse the b and d, to add a fun and visual image, we ask students to imagine that the round part of the letter d looks like a short round dog’s head in the word ride. We add a friendly smile to the letter d to emphasize it’s a short-round dog’s head. We have found this to be an effective approach to address the confusion students encounter with the consonant sounds in the letters b and d. Students feel a sense of accomplishment upon successfully reading the words and express their excitement by giving a thumbs up and saying, “I’m a Super Reader!” | |||
| Page 50, Say, Listen, and Circle: skate/skip – B5, 4.03.2 | 00:14:00 | ||
| In this lesson, 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. | |||
| Level 3 Progress Assessment | 03:00:00 | ||
| Page 12, Coaching Intro to the Vowel Detective, 1.07.3 B2 RC | 00:04:00 | ||
| Let's start with an introduction to the reading code, followed by the reading coach lesson, as it will be presented to a student. Afterward, we will review the key parts of how you conduct the reading coach session. | |||
| Level 3 Final Assessment | 03:00:00 | ||
| test assessment | 03:00:00 | ||
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