Frontline Early Reading Curriculum Samples. Highlights of Curriculum: Music-Enhanced Curriculum...

FrontlineEarly Reading Curriculum Samples

FrontlineEarly Reading Curriculum Samples

Highlights of Curriculum:

Music-Enhanced CurriculumMusic is the most important part of

this curriculum. There is a special Alphabet Song that teaches all the letter names and sounds. Also a separate song for every letter -- two for vowels -- plus songs for other key phonics rules. Call me at 888-664-5343 to review the music.


Music-Enhanced Curriculum• “The more they listen to the music,

the more they like it. I was afraid they would get tired of it.”

-- Kari Arlint, kindergarten teacher, Kelso, Wash.

• “I love the program. The kids really get into it. At first I thought, ‘The boys aren’t going to get into this.’ But they really do enjoy it.”

-- Teresa Wilkins, kindergarten teacher, Nampa, Idaho


Most Children Start Reading in Month 1Children know letter names and

sounds about as quickly as they can learn the Alphabet Song.

Many children start reading simplest books in Frontline curriculum during Month 1, after they have mastered just 5 letters!

Highlights of Curriculum: Children Learn Letter Names & Sounds

Quickly• “Most of the

children knew all the letters and sounds by Nov. 5 -- much quicker than ever before.”

-- Debbie Clayton, Kennewick, Wash., ESL kindergarten teacher


Fast-Paced Approach

• “It gets them through so quickly. When I first saw that they had two letters a week, I didn’t think they could do it” but early success with prebooks really gets them going.

-- Trish Fairbairn, Selkirk kindergarten teacher


Reading Fluency

• “I’ve never had this many kindergartners reading at this point of the year [January], so that’s exciting.” Almost every student had already read 10-30 books by mid-year.

-- Teresa Wilkins, kindergarten teacher, Nampa, Idaho


Lesson Book Table of ContentsFollowing are the Table of Contents

for Lesson Books 1 and 2, along with teacher instructions.

Kindergartners can complete both sets of lessons. Pre-kindergartners, ESL students, etc., might only complete Lesson Book 1.

Highlights of

Curriculum

Tableof

Contents,LessonBook 1

Highlights of

Curriculum

Tableof

Contents,LessonBook 2

Highlights of

Curriculum

TeachingInstructions


Sample Lesson PlansFollowing are Sample Lesson Plans

from Lesson Books 1 and 2. Most classes can complete 2 of these 15-minute lessons per week, with key elements -- the letter sounds, the songs, the nursery rhyme-type stories, etc. -- repeated several times over a 2- to 3-day period.

Highlights of

Curriculum: Early

Reading Success

Lesson1

Highlights of

Curriculum: Early

Reading Success

Lesson

1

[Sing Alphabet Song daily]

Morty Munching Mouse loves to munch. Munch, munch, munch (mmmm --- rub tummy). Morty Munching Mouse munches macaroni. Munch, munch, munch (mmmm). Morty Munching Mouse munches muffins. Munch, munch, munch (mmmm). Morty Munching Mouse munches mushrooms. Munch, munch, munch (mmmm). But most of all, Morty Munching Mouse loves to munch on M&Ms -- mmmm mmmm. Munch, munch, munch. He might just munch on YOU! (pretend…)

[Sing “M” Song daily, do worksheet, etc.]

Highlights of

Curriculum: Early

Reading Success

Lesson1

Visual Aide

Highlights of

Curriculum: Early

Reading Success

Lesson1

SampleWorksheet

(1 of several)

Which object does NOT start with the ‘M’ sound?

Highlights of

Curriculum: Early

Reading Success

Lesson

2

Highlights of

Curriculum: Early

Reading Success

Lesson

2

[Sing Alphabet Song daily]

[Teach letter of the day, then tell story]

Andrew Alligator was sleeping. He felt so snuggly and warm in his blanket. Mother came to give him a bath. She took off his blanket, and all at once Andrew Alligator was so cold, all he could do was cry, “aaaa -- aaaa.” “A” says “aaaa.” Can you sound like Andrew Alligator.

[Sing “A” Song]

[Do worksheet]

[Sing “A” Song again]

Highlights of

Curriculum: Early

Reading Success

Lesson

2Visual

Aide

Highlights of

Curriculum: Early

Reading Success

Lesson

2Sample

Worksheet(1 of several)

Which object does NOT start with the ‘A’ sound?

Highlights of

Curriculum: Early

Reading Success

Lesson

3

Highlights of

Curriculum: Early

Reading Success

Lesson

3Visual

Aide

Highlights of

Curriculum: Early

Reading Success

Lesson3

SampleWorksheet

(1 of several)

Which object does NOT start with the

‘P’ sound?

Highlights of

Curriculum: Early Success

Blending taught as Children can

handle after Lesson 6.

Key elements practiced with

every lesson thereafter.

Highlights of

Curriculum:

EarlyReading Success

Blending as Quickly

as Children Can Handle After

Lesson 6

I have a little motor in my mouth.When I turn it on it will say a sound:‘mmmmm.’ If I leave my motor running, it will make the sound last longer: ‘mmmmmmmm.’ Then I can put it with other sounds. Listen.

What does this letter say? ‘aaaa’

What does this letter say? ‘mmmm’

Now listen as I make my mouth motorstay on: ‘aaaaammmmm.’

Let’s do it again! ‘aaaammm’

Now faster! ‘aaamm.’

Listen for the word! ‘am’

Great! Let’s do another word! [‘mmmaaatttt’]


Letter Blending

• “I’m just really pleased. This program gives them a ton of skills. They don’t have the problem they’ve had in the past with blends. It’s really been amazing this year.”

-- Kim Remsberg, Entiat Elementary School


Children should Read at own PaceAs children learn to blend, you can

break them into small groups or work with them individually to allow them to progress through reading books at own pace. Reading books are NOT correlated with the lessons. All children can continue Letter Lessons together as a group.


First of Three PrebooksBefore the children begin reading

books with full sentences, they first read 3 ‘prebooks’ to get over the psychological barriers of reading a book. Following is the first and second of 3 ‘prebooks’ children read before starting the first of 50 books in the curriculum.


Fast-Paced

Prebook 1

Kids startwith this

book inWeek 3 or 4


Fast-Paced

Prebook 1


Fast-Paced

Prebook 3

Kids start with this book in Week 4 or 5


Fast-Paced

Prebook 3

Highlights of

Curriculum: Early

Reading Success

Lesson

34, First of the

Long Vowels

Highlights of

Curriculum: Early

Reading Success

Lesson

40,2-Vowel

Rule

Highlights of

Curriculum: Early

Reading Success

LessonBook 2,

Lesson 1--Lesson 42

overall


Regular Reading BooksFollowing is a sampling of the 50 readers

children master with this curriculum. Included on the following pages are Books 1, 5, 20, 25, 30, 31, 39, 45 & 50. All 50 books are illustrated, but to reduce website space, some are reduced in size and illustrations are not shown here for Books 31, 39, 45 and 50.


EarlyReadingSuccess

Book 1

Kids start readingregularbooks during

Month 2


EarlyReadingSuccess

Book 1


EarlyReadingSuccess

Book 5

Kids start readingregular books during

Month 2


EarlyReadingSuccess

Book 5


Early ReadingSuccess

Book 5


EarlyReadingSuccess

Book 20

Most students will be here by mid-year


EarlyReadingSuccess

Book 20


EarlyReadingSuccess

Book 25

Most studentswill be hereby mid-year


EarlyReadingSuccess

Book 25


Fast-Paced

Book 30

Level achievedby most ESL

students


Fast-Paced

Book 30

Levelachievedby most

ESLstudents

Sample Curriculum - Book 31

Gram has a cat. The cat has brown stripes Gram calls the cat Miss Prim.

Miss Prim likes milk. Miss Prim likes to creep in the

green grass. She pokes Gram’s dress. Gram can not see Miss

Prim. Miss Prim and Gramhave fun. Miss Prim needs a bath, but cats do

not like to get wet. Miss Prim runs from Gram. Gram tries


to grab Miss Prim. Gram grabs Miss Prim. “If you do not take a bath, you will have no milk.” Miss Prim is sad,

but Gram is not mad. “Miss Prim, I am not mad, but you need a bath.” Gram trips. She falls in the tub. “Miss Prim,

help me!” Miss Prim can help. She pulls and pulls, but Gram is big. Gram pulls and pulls. Miss Prim falls in the tub with Gram. Miss Prim and Gram are in the tub. Miss Prim is wet, but not mad. Gram and Miss Prim have

fun.


Scott sees the Fair in the street. He sees his pals

on the rides. They squeal and scream. The rides are fun. Scott wants to go to the Fair. Scott tells Mom,

“I need to go to the Fair. My pals are on the rides. It will be fun.” Mom tells Scott, “We can make a deal. If you do

your jobs, you can go to the Fair.” Scott will do his


his jobs. He will fix the squeak in the gate. He will scrub the plates. Scott

will clean the glass. Scott runs to the gate. He can fix the squeak. He

sprays the gate. It will not squeak. Scott scrubs the plates. He will run to the Fair. Scott will go on the rides. It

will be fun, but Scott did not clean the glass. Mom calls Scott. “Scott, you need to come home. We had a

deal. You did not clean the glass. If you clean it, you can go to the Fair.”


Scott made a deal. He runs home and cleans the glass. Scott will keep the deal he made. Mom is glad Scott did

his jobs. Scott is on the rides with his pals. They scream and squeal. The

rides are fun.

Ask these questions after reading the book: Who does Scott see at the Fair?

What is the deal Scott made with Mom? What does Scott forget to do?

Why is it good to keep a deal?


Chad likes to skate. He skates on ramps. He skates on hills. Chad

skates all the time. Chad skates with his pal Ben. Ben skates all the time.

He can skate fast like Chad. They skate on ramps and hills. Chad and Ben will skate the Big Ramp. They

hope to win the prize and be champs. They jump and spin. They are

Sample Curriculum - Book 45:

good on skates. Ben skates the Big Ramp. He jumps and spins. He skates

and lands. Chad cheers. Ben is his pal. Ben skates fast. He slips. Crash!

Ben falls. He can not get up. Ben is hurt. Chad runs to Ben. He helps Ben get up. Chad checks Ben’s chin. Ben

has a cut on his chin. He can not skate. Ben tells Chad to skate. “You can still be the champ.” Chad jumps

and spins and lands. Ben’s chin hurts, but he cheers and cheers. Chad is the best. He wins the prize. Ben is his pal.

Chad and Ben are Champs.


Gene is big. He has a trunk, a tail, and flat ears. Gene is not just

big. Gene is huge. Gene likes to rest in the tall grass. He sees a small

cub on the edge of the grass. The cub is lost. “Hi, cub,” calls Gene. “Can I help you?” The cub hides in the tall

grass. He is scared. Gene is huge. “Do not be scared. I

Sample Curriculum - Book 50:

can help you. I am huge. I can see far.” The cub runs to the edge of the

tall grass. “My name is Skip. I am lost. You are huge. Can you see my mom?” Gene stands up. He can see

far. “I see your mom. She is in a cage. We need to save her.” Gene and Skip

run in the tall grass. They are close to the cage. Gene can use his trunk.

Skip sneaks in the tall grass. They let mom out of the cage. Skip and mom are safe. “Gene, you are huge, but I am not scared. It is good to have a

huge pal.”

Highlights of Curriculum: Fast-Paced Approach• “Even the

slow kids are 5-6 months ahead of where they would have been [as of mid-December]! … This is just what I’ve been looking for.”

-- Kari Arlint, Rose Valley Elementary


Quality of Reading Books

• “The whole group will be further along than ever before. I think there are a few kids that will finish all [the] sets of books. … They are learning more, and the books are fantastic.”

-- Trish Fairbairn, Selkirk Elementary


Overall Achievement

• “It’s going great. They are leaps and bounds above where they were last year. I couldn’t be more pleased.”

-- Kim Remsberg, Entiat Elementary School


Reading Fluency

• “The children that are reading are further along than they have ever been. There is only one kid in the whole class that is not reading. But usually by this time [January] the kids are just barely starting.”

-- Trish Fairbairn, Selkirk Elementary


Overall Rating

• “It’s the best curriculum I’ve used. It’s going wonderfully. The kids are doing fantastic.”

-- Diana Bradshaw, Initiative Learning Center preschool teacher

Teacher Evaluations • 100% of Pilot Project teachers said

Frontline was by far the best early reading curriculum they had ever seen.

• In rating Frontline 1-5, with ‘3’ meaning as good as the BEST curriculum they had ever used previously, they rated Frontline 4.4 on average.

• Note on the next page the remarkable results of a Kennewick ESL class.

Pilot Project Case Study:

Kennewick ESL Kindergarten• Fall DIBELS-type test:

– ESL 15.8%– District Average 28.5%

• Spring DIBELS-type test: – ESL 95.0%– District Average 92.6%

• Spring DRA test:– ESL 87.9%– District Average 87.2%

With Frontline NCLB Goals ARE within Reach• Essentially every child can be reading

near or beyond 2nd Grade level BEFORE entering 1st Grade!

• As shown in Kennewick, even ESL kids can do it.

• What other NCLB goals CAN NOT BE ACHIEVED if EVERY CHILD is reading a year ahead?

Frontline Early Reading Curriculum Samples. Highlights of Curriculum: Music-Enhanced Curriculum...

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