Teaching Guide

TEACHING GUIDE

Classroom Edition Scripted Lesson Plan Included

This is a sample only. Please subscribe to access full versions of all materials. Contents

Introduction ��3 Introduction - How Readable English works ��4 Introduction - Teaching reading with Readable English ��5 Introduction - How to use the lesson plan ��10

Core Lessons ��13 Core Lessons - Lesson 1: Introduction to Readable English & Consonant Overview ��14 Core Lessons - Lesson 2: Vowels Overview ��17 Core Lessons - Lesson 3: Digraphs Overview ��18 Core Lessons - Lesson 4: Silent Letters, Syllable Breaks ��19 Core Lessons - Lesson 5: Happy Face, I Spy, Hey April ��20 Core Lessons - Lesson 6: Dome, Unicorn, Noisy Tail ��21 Core Lessons - Lesson 7: Upper Cup, Silly C, Two Moons ��24 Core Lessons - Lesson 8: Hook, That Noisy TH, Aussie Oswald ��26 Core Lessons - Lesson 9: Ed Says, J Dot, Infinite ��28 Core Lessons - Lesson 10: Sharp Hat, Treasure Chest, Wonder One ��30 Core Lessons - Lesson 11: Say Cheese, Fun Enough, T Crossed D ��32 Core Lessons - Lesson 12: R’s Lesson ��34

Extra lessons ��36 Extra lesson: Homographs ��37 Extra lesson: Sentence and story building ��38 Extra lesson: Saturday at the zoo ��39 Extra lesson: Silly sentences ��40 Extra lesson: Which word? ��41 Additional extra lessons ��42

Appendices ��43 Appendix 1: Standard English letter and digraph sounds ��44 Appendix 2: Readable English glyph sounds ��45 Appendix 3: Resources map ��46

Glossary ��47

Contents 2. Introduction

Introduction 3. ENGLISH IS A HARD LANGUAGE TO LEARN TO READ, AND TEACH. Many words aren’t spelled the way they’re spoken, and there are no consistent rules to guide readers. It’s not always clear where syllable breaks occur, some letters are silent and other letters that are pronounced can represent multiple sounds.

Readable English simplifies written English by making it phonetic, without changing the spelling. This allows readers to sound out even the most irregularly spelled words, making learning to read easier.

This teaching guide provides practical, step-by-step direction designed to enable anyone to teach the Readable English learning program with confidence. How Readable English works

Readable English makes written English phonetic with three simple features.

Unmarked Glyphs tell you the sound letters make their a letter makes when it does usual sound not make its usual sound *

Grayed out Syllable breaks letters are not divide words into pronounced readable chunks

*In this word, the Happy Face glyph makes the ‘i’ say /ee/ like in the word ‘see’

1. Syllable breaks are highlighted. Because it’s not always clear how written words are divided into spoken syllables, Readable English places a small dot, called a ‘syllable break’, between each syllable within a word.

tel▪e▪vi▪sion um▪brel▪la

2. Silent letters are faded out. Many words in English include letters that aren’t pronounced. In Readable English, these silent letters are simply faded out. lamb house

3. Glyphs are added to letters. In Readable English, unmarked letters always represent their most common or standard sound (for example, an unmarked ‘c’ will always make the sound /k/, as in ‘cat’). When a letter doesn’t represent its standard sound, it’s either marked with a glyph or it’s faded out. A glyph is a visual cue that indicates the exact sound a letter will make when it doesn’t make its standard sound.

cat çell ḕel▪lḆ Ḇ▪ĉĕan

Readable English glyphs are unique. There are 21 in total, which make over 99% of English words phonetic without changing their spelling.

Throughout this guide, the sound that a letter represents is shown inside slashes, as with /k/ in ‘cat’ above.

Introduction - How Readable English works 4. Who can benefit from Readable English?

Students learning to read for the first time, anyone who’s struggling with reading and anyone learning English as a second language can benefit from using Readable English.

Readers may be challenged by the irregularities of written English, or by a reading disability such as dyslexia. They may come from a non-English speaking background, or may have missed opportunities to learn to read through circumstance or disadvantage. In any of these situations, Readable English can help because it eliminates the need to learn thousands of spelling and pronunciation rules, inconsistencies and exceptions.

Some readers may benefit from using Readable English during a transition period, while they become proficient in reading Standard English. Others may benefit from using Readable English for an extended period, as an ongoing, helpful support.

Many materials, including published books, are available in Readable English. Classroom materials can also be converted into Readable English. For more information, explore the Bookstore and eReader on the Readable English website www.readablenglish.com.

Teaching reading with Readable English

Every aspect of the Readable English learning program supports a three-step process: learn, reinforce, and read.

A set of 12 core lessons explain the Readable English system (that’s the way we’ve marked up words with syllable breaks, grayed out letters and glyphs to explain the way the words are pronounced). If students learn the system, reinforce that learning with suggested activities, and then practice what they’ve learned with regular, targeted reading, they will maximize their potential as readers of the English language.

Students begin by learning the sounds (phonemes) of English, and progress to blending those sounds into syllables and single-syllable words. They advance to reading multi-syllable words, and then to phrases, sentences and finally whole passages. It’s a clear and achievable part-to-whole approach.

Learning fundamental sounds

As you now know, in Readable English each letter of the alphabet represents a most common or standard sound. Some letters represent more than one sound. For example, the letter ‘m’ only ever makes the sound /m/ (as in ‘moon’), while the letter ‘s’ makes the standard sound /s/ (as in ‘sun’), as well as non-standard sounds /z/ (as in ‘nose’), /sh/ (as in ‘sugar’) and /zh/ (as in ‘vision’).

Some sounds in English are represented by two letters such as ‘th’ for /th/ (as in ‘thumb’) and ‘or’ for /or/ (as in ‘horse’). These letter pairs are called digraphs.

In Readable English, digraphs also represent a standard sound and, sometimes, additional non-standard sounds. For example, the standard sound for the digraph ‘ou’ is /ou/ (as in ‘house’), but ‘ou’ can also represent /oo/ (as in ‘soup’).

The first step in teaching the Readable English system is to cement your students’ knowledge of the standard sounds that letters and digraphs represent. It’s important they know these sounds because in Readable English unmarked letters and digraphs always make their standard sound.

Introduction - Teaching reading with Readable English 5. When a letter or digraph makes a non-standard sound it’s marked with a glyph.

sun nḆḣe ŝũ▪găr vi▪ḝiŏn house söup coũld

Your students also need to learn that each letter of the alphabet has a name that’s different from the standard sound it represents. For example, the name for the letter ‘c’ is pronounced ‘see’, but the standard sound it represents is /k/.

As your students progress, you can perform expressive and receptive exercises to test their knowledge.

Expressive exercise example: Write a letter on the board and ask, ‘What sound does this letter make?’ Students should respond by saying the letter sound, not its name (/a/ as in ‘apple’, not /ay/ as in ‘ape’).

Receptive exercise example: Ask the students to tell you which letter makes the sound /ih/. Students should response by saying the letter ‘i’.

Appendix 1 contains all the letters of the alphabet and their standard sounds, followed by all the digraphs used in Readable English and their standard sounds. Before teaching your first lesson, you may want to familiarize yourself with standard digraph sounds in particular.

Blending sounds to make words

Blending is a technique that every reader needs to learn. It involves being able to pronounce the individual sounds within a word, and then being able to join them together to make the whole word. For example, an early reader will sound out /h/, /e/, /n/, and then read the whole word ‘hen’.

Some students take longer than others to become proficient at blending sounds into words. To help your students gain this skill, sound out the letters and any digraphs in a word, and then ask students to try blending the sounds into the whole word. Give the answer if necessary. It’s sometimes easier for students to hear the whole word if the first sound is said slightly louder, and the sounds that follow are spoken in quick succession.

Remember to reinforce the difference between digraphs and letter blends. A digraph is a pair of letters that represents a single sound (for example, /sh/ in ‘ship’). Digraphs should never be separated into two sounds.

In a letter blend, the individual letter sounds can be heard (for example, /s/ and /k/ in ‘skip’). Students should be encouraged to sound out letter blends together.

Lists of words are available on the Readable English website www.readablenglish.com to use to reinforce the difference between digraph sounds and letter blends. These can be found in two places:

From the website dashboard, go to: ► Teaching Resources ► Printable Teaching Materials ► Word Lists and Sentences ► ‘Standard English Words’ ► eReader ► Practice Materials ► Word Lists ► ‘Standard English Words’.

You can also create your own word lists and convert them into Readable English in the eReader.

Introduction - Teaching reading with Readable English 6. Introducing Readable English glyphs

In Readable English, when a letter doesn’t represent its standard sound it’s marked with a glyph. There are 21 Readable English glyphs, and each glyph has been given a distinctive name like Unicorn and Happy Face.

When these glyphs are combined with the standard letter and digraph sounds, they enable readers to sound out any word easily—even irregularly spelled words such as ‘was’, ‘said’ and ‘though’, which other phonics-based systems don’t address.

Short, playful videos are provided on the Readable English website to explain in a memorable way the sound that each glyph represents. You should find it useful to watch these videos with your students while teaching the glyphs, as they provide a useful visual link between the shape of each glyph, and its name and sound.

Appendix 2 contains a chart of all the Readable English glyphs and their sounds.

For a sneak peek at the way glyphs are taught to students, turn to lesson 5 inside this teaching guide, which introduces the glyphs Happy Face, I Spy and Hey April. Glyph videos are available on the Readable English website www.readablenglish.com in two places:

From the website dashboard, go to: ► Teaching Resources ► Videos ► Quick Guides ► Glyphs.

Glyph videos can also be found in the Readable English apps:

► What’s Changed? app and Choose or Lose app ► Learn.

Lists of words and sentences incorporating each glyph are also available on the website to use to reinforce these different sounds. These can also be found in two places:

► Teaching Resources ► Printable Teaching Materials ► Word Lists and Sentences ► ‘Happy Face glyph’ etc. ► eReader ► Practice Materials ► Word Lists ► ‘Happy Face glyph’ etc.

Note about the letter ‘r’

In Standard English, the letter ‘r’ often changes the vowel sound in front of it, as it does in the digraphs ‘ar’, ‘or’ and ‘ur’. Lesson 12 expands what has been learned about digraphs earlier in the lesson plan to explain the letter ‘r’.

Your students will learn that the standard sound /ur/ for the digraph ‘ur’ (as in ‘turtle’) can be represented by other letter combinations (as in ‘first’, ‘her’, ‘work’ and ‘dollar’). They will also learn that if the Upper Cup glyph (representing the /uh/ sound) appears over a letter that’s followed immediately by the letter ‘r’, the letters together make the digraph sound /ur/.

for▪wărd sĕrve bĭrd wŏrd

Similarly the standard sound /or/ for the digraph ‘or’ (as in ‘horse’) can also be represented by the letters ‘ar’ (as in ‘warm’). Your students will learn that if the Aussie Oswald glyph (representing the /o/ sound) appears over a letter that’s followed immediately by the letter ‘r’, the letters together make the sound /or/. w⁃rm w⁃rd

Introduction - Teaching reading with Readable English 7. More about the markup

The aim of Readable English mark-up is to enable readers to sound out a word well enough to pronounce it, recognize it and retrieve its meaning. The glyphs represent an accurate approximation of speech sounds so that readers can arrive easily at the correct pronunciation of each word. When a word is pronounced more than one way (that is, words with one meaning but more than one pronunciation, e.g. ‘often’), the most common pronunciation is marked up.

To minimize the number of glyphs a student needs to remember, one of the glyphs has been used to serve two purposes. Upper Cup was designed to represent the /uh/ sound (as in ‘son’). As this vowel sound is a close approximation of the schwa sound in unstressed syllables (such as the second syllable in ‘sofa’), Upper Cup is also used to represent this other very similar sound.

sŏn so▪fă Reinforcing letter, digraph and glyph sounds

The Readable English learning program provides a number of resources for building specific reading skills such as letter–sound association, phonemic awareness, segmenting and blending, and sight–word recognition. As you work your way through the lesson plan, you will be directed to use these resources to reinforce information taught during each lesson. The range of resources are described below.

What’s Changed? is a skill builder designed specifically for developing phonemic awareness, which has been shown through research to be the single most powerful predictor of future reading ability in new readers. This resource is particularly useful for students who make errors by omitting, adding, substituting or switching sounds in words when reading. What’s Changed? is delivered as an app, and you can monitor student’s progress using the results page within the app.

Choose or Lose is another app, designed to help students master letter–sound and glyph–sound association. It can also be used to develop sight–word recognition of the 1,000 most common words and syllables in English. It’s particularly useful for students who struggle to memorize sight words.

Missing Word develops reading fluency and comprehension. This website game can be used to build vocabulary and help students develop word attack skills by reading sentences from themed categories.

A Readable English dictionary is available on the website and as an app called Read It, Speak It, Know It. The dictionary is particularly helpful for students learning English as a second language, who can look up words on the go to check their definition and translation, and even practice saying words using the recording feature.

The ‘Teaching resources’ section of the website contains printable materials such as worksheets, board games and flash cards. These can be used to teach the Readable English system, as well as build skills such as letter–sound association.

Specific instructions on how to use each resource are provided below, under ‘How to use the lesson plan’.

After learning the system

Once your students have learned the Readable English system, and reinforced that learning with skill building activities, they’re well on their way to becoming proficient readers.

Introduction - Teaching reading with Readable English 8. Because Readable English makes written English phonetic, any word can be sounded out without having to learn thousands of spelling and pronunciation rules, inconsistencies and exceptions first. Students can immediately connect a written word with the spoken word they already know. This frees them to focus on comprehension and fluency, rather than the difficulty of decoding the sound of words. Consequently students understand what they’re reading more easily, and feel empowered and motivated to continue learning.

Studies have shown that students who read for just five minutes a day are exposed to 282,000 words in a school year, and by the end of grade 6 will have read for the equivalent of 12 school days. But students who read for 20 minutes a day are exposed to 1,800,000 words in a school year, and by the end of grade 6 will have read for the equivalent of 60 school days. Regular, targeted reading practice is essential to achieve reading fluency.

Students using Readable English can continue improving their reading skills with materials provided on the website in the Reading Practice Module, comprising leveled reading passages with comprehension questions. These questions attempt to develop students’ higher order thinking skills, that is, they aim to encourage a student to think on a level that’s more advanced than simply memorizing or restating facts. Higher order thinking skills include getting the main idea, making inferences, drawing conclusions, and connecting information to other facts and concepts.

There are six levels in the Reading Practice Module. The reading passages in each level are graded approximately as follows:

Level 1: reading age of 6 Level 2: reading age of 7 Level 3: reading age of 8–9 Level 4: reading age of 10 Level 5: reading age of 11–12 Level 6: reading age of 13+

The highest assigned reading age is 13. That’s the age students are considered able to read and analyze different kinds of texts for meaning and to extract specific information, as well as explore and understand expository, narrative and persuasive text types.

There is also an eReader on the website where you and your students can convert materials into Readable English. You can save and edit documents in the eReader, as well as share documents with your students. While reading online, students have access to a full range of options, including the ability to turn off and on individual Readable English features.

You may find that your students prefer to practice reading with full Readable English mark-up turned on, and then turn it off when they come across words they know. Or your students may prefer to practice reading in Standard English, and switch on individual Readable English features as they need them.

The eReader can also save Readable English documents in PDF format, which you can then print out for use in the classroom.

Additionally, Readable English provides bulk conversion services. If you have a course or curriculum you would like to teach with the benefit of the Readable English markup, contact Readable English and we can organize bulk conversions.

Existing published books formatted in Readable English are sold via the Bookstore on the Readable English website www.readablenglish.com.

Introduction - Teaching reading with Readable English 9. How to use the lesson plan

The Readable English learning program is a comprehensive, flexible package of lessons and resources organized around a lesson plan. Lessons can be accessed in a couple of ways: via this teaching guide and via the Readable English website.

1. Teaching guide. This guide includes scripted lesson outlines, offering step-by-step direction on teaching Readable English. It provides an example of how to teach the system to small groups or classes. A separate one on one teaching guide is also available.

2. Website lessons. The website lessons are unscripted and delivered fully online. Each lesson is a self- guided sequence of videos and online activities.

The idea is to use these two options in whatever way works best for you and your students. For example, some teachers might want to deliver the complete lesson plan in this guide, and then have students complete the website lessons to reinforce what’s already been learned.

Tips for using the lessons

Depending on your students’ existing level of knowledge, you may decide to spend more or less time on particular lessons. For example, lessons 1 to 3 teach the most common or standard sounds of letters and digraphs. Your students may already be familiar with these sounds, and you could find that you review them quickly.

Whether your students are familiar with these sounds or not, it’s essential to review them. The first and most important thing a student needs to know is the standard sound a letter or digraph makes when it’s unmarked in Readable English.

We also recommend teaching the Readable English glyphs in the order they’re presented in the lesson plan. Each lesson worksheet includes revision of the glyphs taught in previous lessons, and these sheets are most effective when used in their intended order.

Different activity options are listed at the end of each lesson, designed to reinforce what has been covered during the lesson. These include word lists and sentences, glyph-related board games, games in apps and more. The activities are a fun way to reinforce the content in the lessons, and you can complete as many activity options as you feel are needed to reinforce the letter, digraph and glyph sounds.

We recommend teaching three lessons a week minimum. Allow yourself time to read each lesson outline and locate and print the necessary resources in advance. You can deliver the lessons more frequently if you are able to.

Tips for teaching different age groups

If you’re working with older students, you may choose to skip the lesson worksheets and read the word lists and sentences instead, or you may decide to have your students learn independently using the website lessons option instead.

Reviewing the sounds of letters may feel too basic for an older student, but letter–sound knowledge really is a fundamental skill for struggling readers. You and your students need to feel assured that their knowledge is correct. The more knowledge they have of letter, digraph and glyph sounds, the better they will be able to sound out whole words and progress to reading fluency.

Introduction - How to use the lesson plan 10. If you’re working with younger or struggling students, you may choose to teach each lesson more slowly than suggested. The lesson plan teaches three glyphs per lesson, but you should assess whether your student is capable of absorbing this much new information in one go. For example, a child in kindergarten could take three hours to learn the first three glyphs, a child in Year 1 or 2 less than an hour, and an older student only a matter of minutes.

Technical recommendations

When accessing the Readable English website, we recommend:

 using the Google Chrome browser for best performance, which you can download for free here. The website supports other browsers. Internet Explorer must be version 10 or higher

 using a headset when watching videos or completing lessons online, to allow your students to hear the sounds they’re learning clearly

 completing the website lessons on a desktop or laptop computer (not on a mobile device).

Mobile apps are provided for learning and playing with Readable English on the go.

Instructions for using the resources

All the supplementary material you need to deliver each lesson in this teaching guide effectively is stored on the Readable English website. Many of these resources can be downloaded in advance so you don’t need to access the internet while delivering a lesson.

After logging into the website, you will find all the resources described below in the ‘Teaching Resources’ and ‘Skill builders’ sections.

Board games. If you’ve played regular board games like Snakes and Ladders before, Readable English board games will feel very familiar. There is a different game for each lesson, with quirky names like Vowel Vortex and Bee Happy. Players take turns rolling the die, and then moving their tokens the number of spaces shown on the die, and the first one to the end wins. Each player must also try to sound out the character (letter, digraph or glyph) they land on, or follow any instructions that appear in the space. You can have your students play the board games in small groups or pairs.

Tic Tac Toe. This is just like the regular game: players assign each other either O's (O) or X's (X), and then take turns marking squares. The first one to get three O's or three X's in a row wins. If no-one gets three in a row, it’s a draw. Players must also try to sound out the character or word shown in the square they mark with an O or an X. Optional rule: If a player doesn’t say the character or word correctly, they can’t mark the square and need to choose an alternative square.

Choose or Lose. This app contains three categories of games: sounds, syllables and words. In the lesson plan, you will be directed to the sounds games as an option for reinforcement. A sounds game has been created for every lesson. For example, lesson 5 teaches the glyphs Happy Face, I Spy and Hey April, and there is a game that focuses on these three glyphs. When you’re directed to the Choose or Lose app in the lesson plan, you should have your students play the games that correspond with the glyphs you’re teaching at that time. You can choose to have your students play more games than instructed if you wish.

Introduction - How to use the lesson plan 11. What’s Changed?. This standalone app can be used to help your students develop phonemic awareness while you work through the lesson plan. It contains three categories of games: Standard English, Readable English and colors. Instructional videos within the app explain how to play each level in each category. When you’re directed to the What’s Changed? app in the lesson plan, you should have your students play a game from the suggested category. You can choose to have them play more games than instructed if you wish.

Website lessons. Our online lessons can be used in two ways: as a reinforcement resource, after completing each scripted lesson outline in this teaching guide; and as a standalone resource, providing an alternative to working through the scripted lesson plan. In the ‘Readable English lessons’ section on the website, you will find 12 self-guided lessons that follow the lesson plan structure in this guide. When you complete a scripted lesson, find the matching lesson on the website and simply follow the steps. Or go to lesson 1 and work your way through to lesson 12, without referencing this teaching guide.

Extra lessons. Two other sets of online lessons are available on the website. ‘Introduction to the basics’ reviews the standard sound of each letter in the alphabet in more detail for beginning learners. You may choose to have your students complete these extra lessons if they struggle with lessons 1 to 3 in this teaching guide, or on the website. ‘Extra Readable English practice lessons’ are just that—extra lessons to reinforce what’s learned in the initial 12 core lessons. You may choose to complete one or more of these extra lessons if your students struggle with particular lessons. Or you could have them complete the whole set as a revision exercise after completing the 12 core lessons.

Worksheets. Worksheets are provided for each lesson. There is a separate worksheet for each glyph. Typically, three glyphs are taught in one lesson so there are three worksheets for students to complete. The worksheets have been designed in this way so that if you don’t get to teach all three glyphs in the one lesson, there is still a reinforcement activity for students to complete. (With other reinforcement activities like the board games and the Choose or Lose app, you will need to wait until the three glyphs have been taught before students can complete the activity.)

Word lists and sentences. Similar to the worksheets, there are word lists and sentences for each lesson. These may be more suited for older learners. Go around the class and students take turns reading the words and sentences aloud.

Other printable games and activities. In the lesson plan, you may also be directed to other resources such as Sound Groups, What’s the Change?, Make a Word, Building Sentences and Bingo. These games and activities are mentioned in the lesson plan less frequently (just once or twice) than the resources described above. Directions are included with each printable game and activity. These are great full class participation activities.

Glyph songs. For each glyph there is a short jingle that can be played to make learning the glyphs fun and memorable. In the Teaching Resources section of the website you will find the audio for the songs as well as the manuscript.

Phoneme flash cards. These cards can be used to quickly review phonemes learned in previous lessons. You’ll need to make sure that you’re only using cards showing phonemes that your students have already learned. For example, in lesson 3 students will not have learned any glyphs yet. Make sure you don’t use cards containing glyphs during this particular lesson.

Appendix 3 contains a summary of all Readable English teaching resources and where to find them on the website.

Now it’s time to turn the page and get started. We hope you enjoy teaching reading with Readable English!

Introduction - How to use the lesson plan 12. Core lessons

Core Lessons 13.

This is a sample only. Please subscribe to access full versions of all materials. Lesson 5: Happy Face, I Spy, Hey April

Aim: teach the first three glyphs: Happy Face, I Spy, Hey April

REVIEW

Examples:  Does anyone remember what it means when a letter is faded out in Readable English?  What sound does the letter ‘u’ make when it is unmarked in Readable English?

Optional: Play a game or complete an activity from one of the previous lessons as reinforcement.

LEARN

Happy Face SCRIPT INSTRUCTION Now we’re ready to learn our first glyph – how exciting is Write ‘egg’, ‘bed’, ‘get’ on the board. that? Does anyone remember what the standard sound for the letter ‘e’ is? Yes, that’s right, /e/ like in ‘egg’, ‘bed’, and ‘get’. But ‘e’ doesn’t always make the sound /e/. What about the Write ‘me’, ‘pretty’, ‘eight’ on the board. words ‘me’, or ‘pretty’, or ‘eight’? So how will we know what sound ‘e’ is going to make if we Watch the Happy Face glyph video. (All come across a word we’ve never seen before? videos are located on the Teaching In Readable English, if ‘e’ is going to make a sound other Resources page of the website) than its standard sound /e/, it will have a glyph on it. Let’s learn the glyph Happy Face now, and we’ll see how it can help us sound out new words. Okay, so what glyph did we just learn? Happy Face! And Draw the letters ‘e’, ‘i’, ‘y’ on the board. Add what sound does it make? /ee/. If you see Happy Face over the Happy Face glyph to the letters. any letter, not just ‘e’, the letter will make the sound /ee/. Good Job! Here’s another way to remember the Happy Face glyph, we can pretend that we’re really excited and happy, and we’re making the sound ‘eeeeeeee!’ Like going down a slide, ‘weeeeeee’.

I Spy SCRIPT INSTRUCTION Okay, time for our next glyph. This one’s called I Spy. So Watch the I Spy glyph video. (All videos are if each of the glyph names has the sound of the glyph in located on the Teaching Resources page of it, can you guess what sound the glyph I Spy makes? the website) Okay, were you right about the sound? Can anyone Have students close one eye to make the I explain to me what we just learned in the video? Spy glyph shape. Great. So when you see I Spy over an ‘i’ or a ‘y’, what sound will it make? Right, it will make the long /i/ sound. The glyph kind of looks like a closed eye, so when you see that, think back to the spying in the video and remember to say I Spy!

Core Lessons - Lesson 5: Happy Face, I Spy, Hey April 20. Hey April SCRIPT INSTRUCTION Now we’re going to learn a glyph called Hey April. Hey Write Hey April on the board. April makes the sound /ay/, like in ‘hey’ and ‘April’. There isn’t a letter in the alphabet whose standard Watch the Hey April glyph video. (All videos sound is /ay/, so if you see the Hey April glyph over a are located on the Teaching Resources page letter, you’ll know that it makes the sound /ay/. Let’s of the website) watch the Hey April video. Okay, can you tell me what you just learned? Yes that’s Write ‘ate’ and ‘eight’ on the board. Add right, whenever you see the Hey April glyph over a the Hey April glyph over the ‘a’ and ‘e’, letter, it will make the sound /ay/, like the ‘a’ in ‘ate’ and respectively. the ‘e’ in ‘eight’. In the video, we saw that the glyph comes from the Extend one of the glyphs on the board into capital letter ‘A’, so that’s how we can remember what the capital letter A. sound to make. Another way to remember it is to imagine waving hello Have students stretch their arm out and to someone called ‘April’ across the street. The way our wave, saying ‘Hey April!’ arm stretches right out is the shape of the Hey April glyph. So when you see the Hey April glyph, stretch your arm out and say ‘Hey April!’

REINFORCE

Activity choices  Worksheets – 5.1 Happy Face,  App – Choose or Lose 5.2 I Spy, 5.3 Hey April  Two person or small group activity  Website – Readable English Lesson 5  Board game – Bee Happy  Class participation activity –  Tic Tac Toe Sound Groups  Word lists and sentences  Glyph songs

TEACHER REFERENCE

Glyphs mḙ, skì, Happy Face ḙ, ì, ‸ luck‸ I Spy ḱ, ḛ mḱne, flḛ Hey April á, é ápe, héy

Standard sounds a /a/ apple e /e/ bed i /i/ it y /y/ yes

Core Lessons - Lesson 5: Happy Face, I Spy, Hey April 21. Extra lessons

The aim of these extra lessons is for students to start practicing reading using Readable English. Each lesson includes a reading practice worksheet, but if you find the content is not at the right level for your students, complete any of the other activity options for reading practice.

We highly recommend using the Reading Practice Module or converting your own classroom materials in the eReader. You can save your materials as PDFs to print out and use in the classroom. The functionality of the eReader on the website enables students to start turning on and/or off the phonetic markings as they progress to reading in Standard English. (This functionality can also apply to the printed PDFs.) The extra lessons also include activity options for continuing to reinforce the letter and glyph sounds and for improving students' skills with the skill builders.

Extra lessons 36. Extra lesson: Homographs Aim: review all the Readable English glyphs and start using Readable English for reading REVIEW

Examples:  Write any digraph with Upper Cup or Aussie Oswald on the board. What sound does this digraph make?  Write any letter on the board. What is the standard sound for this letter. That is, the sound it will make when it is unmarked in Readable English?  Mark the letters on the board with any of the (corresponding) Readable English glyphs. What sound does this glyph make? Can you remember its name?

Optional: Play a game or complete an activity from one of the previous lessons as reinforcement. READ

Homographs worksheet SCRIPT INSTRUCTION Congratulations everyone! We have learned all of the Readable Write the word ‘wind’ on the board. English glyphs. Now we’re going to start putting it all into practice. (Students can pronounce the word The first thing we’re going to do is a worksheet about homographs. either as in the breeze, or as in to Can anyone tell me what a homograph is? Well, it’s a word that is wind something up.) spelled exactly like another word but sounds completely different. Can you think of an example? How about this word? What does it say? That’s right, this does say ‘wind’. But that isn’t the only way it can (Say whatever way they didn’t be pronounced. It can also be ‘wind’. pronounce before.) So this is a homograph. Do you think that Readable English might Have students complete the help with the right pronunciation when you run across these types Homographs worksheet. of words? Well, let’s see. In this worksheet I want you to read these sentences and pick the correct homograph that fits the sentence.

Other activity choices for reading practice  Class participation activity – Building Sentences  Converted materials in the eReader or printed out  Reading Practice Module (website) – have students  Missing Word skill builder (website) read passages and answer comprehension questions REINFORCE

Activity choices  Website – any website lesson as  Apps reinforcement. This can be from the 12 core  Choose or Lose – any games in the lessons or the 10 Extra Practice lessons Sounds, Syllables or Words category  Class participation game  What’s Changed? – any game in the  Bingo Standard English, Readable English  Sound groups – any unplayed games or Colors category  Make a Word  Two person or small group activity  Word lists and sentences – any word lists or  Board game – Party Time sentences from previous lessons  Tic Tac Toe

Extra lesson: Homographs 37. Appendices

Appendices 43. Appendix 1: Standard English letter and digraph sounds

Letters: Sounds like: Digraphs: Sounds like: A a /a/ as in apple ar /ar/ as in star

B b /b/ as in ball or /or/ as in horse

C c /k/ as in carrot ur /ur/ as in turtle

D d /d/ as in dog oi /oi/ as in coin E e /e/ as in eggs oy /oi/ as in boy F f /f/ as in fish ou /ou/ as in house G g /g/ as in grapes ow /ou/ as in crown H h /h/ as in hat ch /ch/ as in chair I i /ih/ as in insect ng /ng/ as in wings J j /j/ as in jam ph /f/ as in phone K k /k/ as in koala sh /sh/ as in ship L l /l/ as in leaf th /th/ as in thumb M m /m/ as in mouse N n /n/ as in nose O o /o/ as in octopus P p /p/ as in pencil Q q /k/ as in question R r /r/ as in rabbit S s /s/ as in sun T t /t/ as in taxi U u /uh/ as in umbrella V v /v/ as in violin W w /w/ as in watch X x /ks/ as in box Y y /y/ as in yawn Z z /z/ as in zebra

Appendix 1: Standard English letter and digraph sounds 44. Appendix 2: Readable English glyph sounds

READABLE ENGLISH™ Glyph Chart Icons Glyph Names Glyphs Sounds Letters Sample Words Images  Aussie Oswald [o] ⁃ Ḅ sw⁃n  Dome [oh] Ḇ ḅ ḹ rḆad  Ed Says [e] ḑ ḓ hḑir

 Fun Enough [f] ḳ lṛuḳh

 Happy Face [ee] ḙ ì ‸ tḙa

 Hey April [ey] á é páint  Hook [oo] õ ũ fõot  I Spy [ahy] ḱ ḛ eḛe

 Infinite [i] ḥ ḧ ḩ ḫ ḭ ban▪dḥġe

 j Dot [j] ġ ḷ bridġe

 Noisy Tail [z] ḣ ḻ rḆḣe

 Say Cheese [ch] ḕ ḗ ḕel▪lḆ

 Sharp Hat [sh] ĉ ŝ ‷ lḆ▪‷iŏn

 Silly C [s] ç fáçe

 T Crossed D [t] ḍ bákeḍ

 That Noisy Th [th] t h fea▪ṯ⁁ĕr

 Treasure Chest [zh] ḟ ḝ ḡ tel▪ĕ▪vi▪ḝiŏn

 Two Moons [oo] ë ö ü shöe

 Unicorn [yoo] ḇ Ḉ cḈbe

 Upper Cup [uh] ă ĕ ĭ ŏ ‴ um▪brel▪lă  Wonder One [w] ű ő sqűḑre

Appendix 2: Readable English glyph sounds 45. Appendix 3: Resources map

 Use resources on the Readable English website - start at the website dashboard (internet connection required during lesson)  Resource available as native App (internet connection not required during lesson)  Print resource from the website or download it and print later

Resource Website Location

 ► Teaching Resources ► Videos Videos

 ► Videos in Apps – Choose or Lose & What’s Changed?  Learn Teaching guide and scripted lesson plan ► Teaching Resources ► Teaching Guides 

 Website lessons ► Readable English Lessons

 Workbook (worksheets 1-12) ► Teaching Resources ► Printable Teaching Materials

 Class participation activities (Sound groups etc.) ► Teaching Resources ► Printable Games and Activities

Two person or small group activities

 ► Teaching Resources ► Glyph Board Games (Tic Tac Toe, Board games etc.)

 Apps (Choose or Lose, What’s Changed?) ► Downloadable Apps (free) Reinforce

Glyph songs ► Teaching Resources ► Glyph Songs 

 Word lists and sentences ► Teaching Resources ► Printable Teaching Materials

 Lesson reviews (additional website lessons) ► Extra Readable English Practice

 Workbook (worksheets 13–29) ► Teaching Resources ► Printable Teaching Materials

 Class participation activity (Building Sentences) ► Teaching Resources ► Printable Games and Activities

 Reading Practice Module ► Reading Practice Module Read  Documents converted into Readable English ► eReader (documents can also be saved as a PDF and printed) 

 Missing Word skill builder ► Skill Builders ► Missing Word

 Published books formatted in Readable English ► Bookstore

Appendix 3: Resources map 46. Glossary

 blending – combining phonemes to sound out a whole word

 digraph – pair of letters that represent a single phoneme

 letter–sound association – knowledge of the letters or pairs of letters which represent the individual speech sounds in language

 non–phonetic – spelling that does not correspond with pronunciation

 phoneme – unit of sound usually associated with a letter or digraph

 phonemic awareness – ability to discern the sounds and the sequence of sounds in a word

 phonetic – spelling that corresponds with pronunciation

 segmentation – breaking a word into its component phonemes

 sight–word recognition – ability to instantly recognize a word from its overall shape and letter pattern

 syllable – segment of sound or speech

 word attack skills – ability to learn and apply rules that enable a reader to decode the sound of a written word

Glossary 47.