Storyboard Nguyen Module 2-7

Captivate Storyboard
Title: Reading Strategy for First Graders

(Blended Learning- synchronous in-class instruction and asynchronous eLearning)
Date this Design Created/Modified: 9/23/18
Designer’s Name: Nuong Nguyen
Time: 6-8 minutes
Development Tool: Adobe Captivate
General Notes:
 Female avatar Kaarina will be used
 All branching goes to the previous or next page
Style Guide:
 Font: Century Gothic, Black
 Slide background: light blue
7 Reading Strategies:
Module 1: “Eagle Eyes” (Look at the pictures)
Module 2: “Lips the Fish” (Make the first phoneme sound)
Module 3: “Stretchy Snake” (Stretch out the word and sound out each letter)
Module 4: “Flippy Dolphin” (Change the vowel sounds from a short to a long vowel)
Module 5: “Chunky Monkey” (Break words into chunks)
Module 6: “Skippy Frog” (Use context clues)
Module 7: “Tryin’ Lion” (Reread the sentences)
General Layout for instruction for each module
 Pretest will be paper-based (Students will read a book for the teacher and she or he will
mark how many reading strategies they are using. This is from the Developmental
Reading Assessment (DRA) Test.)
I. Introduction
II. Activate Prior Knowledge
III. Video modeling or introducing the strategy
IV. Practice Problem
V. Review
VI. Quiz Questions
 Final Posttest Paper-based (Students will read a book for the teachers and she will mark
if the students are using 2 or more reading strategies. Based on the training, the students
should improve their decoding skill and use various reading strategies. Also, the goal is
for the child to increase their DRA reading level.)
Scope: The goal of the modules is to teach students reading strategies to improve their decoding
skills.
Modules #1: See other attached storyboard from IST 526
Module 2, Slide 1: Introduction Slide “Lips the Fish”
Media Notes Screen Text Narration

Title slides in. “Lips the Fish” Do you have trouble reading a
word sometimes?
Place the fish next to the title.
At the end of this lesson, you
Avatar Kaarina will appear will be able to use the reading
on the screen (neutral strategy “Lips the Fish” to help
position). you read.
Avatar Kaarina points to the Click on the arrow at the

next button at the end of the bottom to continue.
script.
Media Interaction Branching
 Kaarina (neutral Next button Next: Slide 2
position)
 Kaarina (pointing to
next button)
 Fish
Module 2, Slide 2: Activate Prior Knowledge

Avatar Kaarina points to the frog, web, cat, dog Now, let’s read some words and
pictures. use the reading strategy “Lips
the Fish.” Make the first sound
of each picture.
Click on the button to hear me

model how to make the first
sound and name the picture.
Then press next when you are
done.
Avatar Kaarina Next Button Back: Slide 1
Back Button Next: Slide 3

frog, web, cat, dog /f/ frog, /w/ web, /c/ cat, d /d/

frog, web, cat, dog frog, web, cat, dog button Back: Slide 2
Next Button Next: Slide 4
Back Button
Module 2, Slide 4: Video

Kaarina is pointing to two of the Let’s review long vowels. a Youtube Video Kids TV 123
vowels. (train), e (tree), i (five), o (boat), “Phonics Song 2” (Time 2.59
u (cube) mins)
video Back Button Next: Slide 5
Module 2, Slide 5: Modeling the strategy

Kaarina drags the apple to the Match the words to the correct Let’s practice our sounds. Use
letter a. beginning sound. the reading strategy “Lips the
Fish”. Say the name of each
map p picture (apple). What’s the first
apple s sound that you hear /a/.
sun a
piano m Now drag the picture to the
correct beginning sound.

letters: m, a, s, p Back Button Next: Slide 6
map, apple, sun, pizza
Module 2, Slide 6: Practice

Match the words to the correct (Students are reviewing the
beginning sound. sounds by matching the
pictures to the words.)
rose n
turtle r
nest i
insect t

letters: r, t, n, i Back Button Next: Slide 7
rose, turtle, nest, insect

Match the words to the correct (Students are reviewing the
beginning sound. sounds by matching the
pictures to the words.)
fire c
lemon o
camel f
octopus l
letters: c, o, f, l Back Button Next: Slide 8
fire, lemon, camel, octopus
Module 2, Slide 8: Modeling

Avatar Kaarina pointing to the picture and word: elephant Now, I am going to use “Lips the
first sound Fish” to read this word. /e/
elephant.
Now, you try reading the word.
Make the first sound like “Lips
the Fish,” then read the word.
Press next you are done.

elephant Back Button Next: Slide 9

picture and word: elephant (Students practice using the
strategy to read.)
elephant Back Button Next: Slide 10
Module 2, Slide 10: Practice reading a word

picture and word: mountain (Students practice using the
strategy to read.)
mountain Next Button Back: Slide 9
mountain button
Module 2, Slide 11: Practice reading a word

picture and word: hand (Students practice using the
strategy to read.)
hand Next Button Back: Slide 10
hand button
Module 2, Slide 12: Video modeling reading sentences

Avatar Kaarina pointing to the “Lips the Fish” Reading Strategy Now I am going to demonstrate
video how to use “Lips the Fish” to
video read sentences.
Reading the book “Out” from

raz-kids

Video Back Button Next: Slide 13

Out of the car. Now you try practicing reading
Out of the wagon. 4 these sentences. Use the “Lips
Out of the boat. pictures the Fish” to help you. Make the
Out of the house. first sound, then try reading the
words.

car, wagon, boat, house Back Button Next: Slide 14
pictures car, wagon, boat, house buttons

Out of the car. (Students try to read the story
Out of the wagon. 4 on their own.)
Out of the boat. pictures
Out of the house.
car, wagon, boat, house Back Button Next: Slide 15
pictures
Module 2, Slide 15: Review

Review The first step to reading a word
“Lips the Fish” is to make the first sound.
If you are ready for the quiz,
press next.
fish Next Button Back: Slide 14
Module 2, Slide 16: Quiz Question 1

1. Which picture has the /m/ Which picture has the /m/
sound at the beginning of the sound at the beginning of the
word? word?
 Man Click on the correct choice.
 Cat When you are done, click
 frog submit.
Man submit button Next: Slide 17
cat speaker button
frog multiple choice button

Which letter does the tiger (pic) Which letter does the picture
begin with? begin with?
 n
 l
 t
tiger submit button Next: Slide 18
speaker button
multiple choice button

Which letter does the flower Which letter does the picture
(pic) begin with? begin with?
 U
 V
 F

flower submit button Next: Slide 19
speaker button

4. What reading strategy will What reading strategy will help
help you make the beginning you make the beginning sound?
sound?
 Elephant the brave
 “Lips the Fish”
 Snail the Mail
picture of monkey, fish, snail submit button Next: Slide 20
speaker button
Module 2, Slide 20: Quiz Score

Number correct You have finished the quiz.
Number incorrect Please tell your teacher you are
percentage % done.
Review Button Review button to review quiz
Credit Button Credits button for image credits
Module 2, Slide 21: Credits

credits none
Back button Back to Quiz Score
Module 3, Slide 1: Introduction Slide “Stretchy Snake”

Title slides in. “Stretchy Snake” Do you have trouble reading a
word sometimes?
Place the snake next to the
title. At the end of this lesson, you
will be able to use the reading
Avatar Kaarina will appear strategy “Stretchy Snake”to
on the screen (neutral help you read.
position).
Click on the arrow at the
Avatar Kaarina points to the bottom to continue.
next button at the end of the
script.
position)
next button)
 Snake

Avatar Kaarina points to the frog, web, cat, dog (Students practice reading.)
words.

frog, web, cat, dog Try to read these words.
Click next when you are done.

frog, web, cat, dog (pictures) Next Button Back: Slide 2
frog, web, cat, dog buttons
Module 3, Slide 4: Modeling Reading Strategy

Video When you see a word you don’t
know, try using the reading
strategy “Stretchy Snake” to
sound it out. Let me show you
how to sound it out.
Sounding out the words: frog,
web, cat, dog
Click next to practice using the

strategy stretchy the snake.

Avatar Next Button Back: Slide 3

Avatar Kaarina is pointing to Now try to use “Stretchy Snake”
each letter. to help you read this word.
T O P Make each sound and then
combine all the sounds.



(Students practicing reading the
word.)
T O P

Next Button Back: Slide 5
T O P Buttons

word.)
S T O P

T O P Buttons

word.)
S T A M P

T O P Buttons
Module 3, Slide 9 Practice

Match word to the correct
basket picture.
pic
cactus Press submit when you are

pic done to see if you read the
words correctly. Then press
napkin next.
pic
helmet
pic

basket, cactus, napkin, helmet Back Button Next: Slide 10
pictures basket, cactus, napkin, helmet
Module 3, Slide 10 Practice

(Students match the words with
basket the pictures)
pic
cactus
pic
napkin
pic
helmet
pic

basket, cactus, napkin, helmet Back Button Next: Slide 11
pictures basket, cactus, napkin, helmet

Avatar Kaarina points to Read each word. Click to see if
the word. sand trunk lip you read it correctly.
send sing trip

sand, trunk, lip, send, Back Button Next: Slide 12
sing, trip

Read each word. Click to see if you (Students read the words. Then
read it correctly. click on them.)
sand trunk lip
send sing trip

sand, trunk, lip, send, Back Button Next: Slide 12
sing, trip

avatar Now, let’s try to read sentences.
Remember to use “Stretchy
Snake” to sound out each letter.
You can also use Eagle Eyes to
look at the picture and help you
read the word.
Click on next to start reading.


(Students practice reading
sentences.)
Pam Can!
Book Next Button Back: Slide 13

Pam sat at sentences.)
school.


Dan does not sentences.)
tap a map.


Pam and Dan sentences.)
can pat.


What can Pam sentences.)
pack?

Pam can pack a sentences.)
tan bag.


Review Remember when you are
“Stretchy Snake” struggling to read a word. Use
“Stretchy Snake” to help you
sound out the word.

Click on the picture that Click on the picture that
matches this word. matches this word.
1. pumpkin
 Picture of pet
 Picture of pig
 Picture of pumpkin

pet, pig, pumpkin pictures submit button Next: Slide 22
speaker button

Click on the picture that Click on the picture that
matches this word. matches this word.
1. swim
 Picture of swan
 Picture of swim
 Picture of sport

submit button Next: Slide 23
speaker button

Read the sentence and click on Read the sentences and click on
the picture that matches it. the picture that matches it.
Matt slept in the tent.

 Picture of kids playing
with toys
 Picture of a bear
climbing a tree
 Picture of a person
sleeping in a tent

picture of toys, bear, tent submit button Next: Slide 24
speaker button

What reading strategy reminds What reading strategy reminds
you to sound out each letter? you to sound out each letter?
 “Stretchy Snake”
 Beaver the boy
 Cat the hat
speaker button

percentage % done.

credits none
Module 4, Slide 1: Introduction Slide “Flippy Dolphin”

Title slides in. “Flippy Dolphin” Do you have trouble reading a
word sometimes?
Place the dolphin next to the
will be able to use the reading
Avatar Kaarina will appear strategy “Flippy Dolphin” to
on the screen (neutral help you read.
position).
script.
position)
next button)
 Dolphin

Kaarina is pointing to two of the Let’s review short vowels. a Let’s review short vowels.
vowels. (apple), e (egg), i (insect), o
(octopus), u (umbrella) Click on the button to hear the
short vowel sounds. Then press
next when you are done.

Kaarina is pointing to two of the Let’s review short vowels. a /a/ (apple), /e/ (egg), /i/
vowels. (apple), e (egg), i (insect), o (insect), /o/ (octopus), /u/
(octopus), u (umbrella) (umbrella)
sound cards for short a, e, i, o, u Next Button Back: Slide 2

Kaarina is pointing to two of the Let’s review long vowels. a Let’s review long vowels.
vowels. (train), e (tree), i (five), o (boat),
u (cube) Click on the button to hear the
short vowel sounds. Then press
next when you are done.

Kaarina is pointing to two of the Let’s review long vowels. a /a/ (train), /e/ (tree), /i/ (five),
vowels. (train), e (tree), i (five), o (boat), /o/ (boat), /u/ (cube)
u (cube)
sound cards for long a, e, i, o, u Next Button Back: Slide 4

Let’s review some of the rules
for the bossy e. When the word
has a vowel-consonant-vowel at
the end, the bossy e makes it
say its name.
For example, can -cane,
planplane, tub tube,
madmade, kitkite
There’s another rule: When 2

vowels go walking, the first one
does the talking. Tea-> long e
boatlong o, saillong a,

Module 4, Slide 7: Modeling making the long vowel

Avatar Kaarina drags the e into Make the long vowel by
the box. at at e dragging the letter e into the
box. Then read the words.
pinpin e
Press next when you are done.
cut cut e
not not e
pet Pet e


(Student practice reading the
at at e short and long vowel words.)
pinpin e
cut cut e
not not e
pet Pet e

Module 4, Slide 9: Modeling sorting short and long vowel words

Kaarina shows how to sort the short vowels long vowels Sort the short and long vowel
words. with bossy e words into the correct columns.
tub tube
kit kite Press submit when you are
hop hope done.
can cane
plan plane Then click on next.


short vowels long vowels Sort the short and long vowel
with bossy e words into the correct columns.
tub tube
kit kite Press submit when you are
hop hope done.
can cane
plan plane Then click on next.

Drag the correct word into the
Picture of box that matches the picture.
a cat cat Use the reading strategy “Flippy
Dolphin.” Try to read it with a
cate short vowel. Then read it with a
long vowel. See which one
I see a . makes sense. Remember the
word with the bossy e makes it
into a long vowel.
Press submit to see if you got it

correct.
Then press next.

cat Back Button Next: Slide 12

Student practice dragging the
Picture of correct word into the box.
a cat cat
cate
I see a .

cat Next Button Back: Slide 11

correct word into the box.
man
lion
mane
The lion has a .

lion Next Button Back: Slide 12

correct word into the box.
sam
nam
name
My is Sam.

cat Next Button Back: Slide 13
Module 4, Slide 15: Video “When Two Vowels Go Walking”

video Now, let’s watch a video on another rule. When
there are two vowels together it makes a long
vowel sound.
Youtube video “When Two Vowels Go Walking”

https://www.youtube.com/watch?v=o84ndBQU6vQ

avatar Next Button Back: Slide 14

ea, ee, ie, ai, oa, ue, ui, ay, oe Click on the word to hear the
vowel teams.
Then press next to make some

words.
Avatar Kaarina Next Button
Back Button

ea, ee, ie, ai, oa, ue, ui, ay, oe Click on the word to hear the
vowel teams.
Then press next to make some

words.

Now let’s read words with the
The apple pie tastes good. vowel teams. Use the reading
strategy “Flippy Dolphin.” Try
The hat is green . the short vowel, if the sentence
doesn’t make sense, then try
The road is long. the long vowel..
The rain wet my hair. Click next when you are done.


Student practice reading the
The apple pie tastes good. words.
The hat is green .
The road is long.
The rain wet my hair.


Long vowel rules Now, let’s review some of the
1. When two vowels are long vowel rules.
together the first one does the When two vowels are together
talking and makes the long the first one does the talking
vowel sounds. and makes the long vowel
ea, ai, oa, ue, ee, ie sounds.
2. The silent e at the end makes The silent e at the end makes
the other vowel say its name. the other vowel say its name.
e_e, a_e, i_e, u_e, o_e
“Flippy Dolphin” taught you to
“Flippy Dolphin” change the vowel sounds, if the
Change the vowel sound, if the word does not make sense.
word does not make sense.


Read the word and then click on Read the word and then click on
the picture that has the word. the correct choice. When you
are done, click submit. Then
meat click on the blue background.
 Mom picture
 Meat picture
 Mop picture

mom, meat, mop picture submit button Next: Slide 22
speaker button

tub click on the blue background.
 Teeth picture
 Talk picture
 Tub picture
teeth, talk, tub submit button Next: Slide 23
speaker button

kite click on the blue background.
 Kangaroo
 Kite
 Kiss
kangaroo, kite, kiss submit button Next: Slide 24
speaker button

When you don’t know how to When you don’t know how to
read the word, switch the vowel read the word, switch the vowel
sound. Which reading strategy sound. Which reading strategy
is this? is this?
 Kangaroo jumps
 Flippy Dolpin When you are done, click
 Hoppy the Frog submit. Then click on the blue
background.

speaker button

percentage % done.
Image Credits

Module 5 Slide 1: Introduction Slide “Chunky Monkey”

Title slides in. “Chunky Monkey” Do you have trouble reading a
word sometimes?
Place the monkey next to the
will be able to use “Chunky
Avatar Kaarina will appear Monkey” see the reading
on the screen (neutral strategy to help you read.
position).
script.
position)
next button)
 Monkey

pig What do all these words have in
dig common?
fig
jig Did you say they all have the
word –ig? That’s right.

video When I have trouble reading a
word, I break up the word into
chunks or smaller parts that I
can read. “Chunky Monkey”
will help me read. I can break
up the word into onset and
rime, suffixes, and syllables.
Now, let’s practice. Press next
to continue.


Today, we are going to learn
onset rime about onset and rime. The
c at onset is the first consonant
letter, like c, and rime is the
sp ot vowel and consonants at the
end of the word like -at.
Another example is the onset sp
and the rime –ot, which begins
with a vowel.

Onset and Rime Now, let’s try sorting the onset
and rime. Put all the beginning
letters, where it says onset and
put the rime that starts with the
b at vowel into the rime box.
Onset sp in Rime
t oe
h and
sh op


Onset and Rime (Students practice sorting onset
and rime.)
b at
Onset sp in Rime
t oe
h and
sh op

Module 5, Slide 7: Explain directions

Now, let’s try reading
Toyshop sentences. When you are
having trouble “Chunky
The kids went into the toyshop. Monkey” tells you to break up
the words into onset and rime.
toyshop Next Button Back: Slide 6

(Students practice reading the
Toyshop sentence.)
The kids went into the toyshop. Did you read the kids went into
the /t/ /oi/ /sh/ /op/? Great job
using the “Chunky Monkey”
reading strategy! Now, let’s
read another sentence.
toyshop Next Button Back: Slide 6

(Students practice reading the
Toy on shelf sentence.)
The toys are on the shelf.

toys on shelf picture Next Button Back: Slide 8
Module 5, Slide 10: Introduction Suffixes

root word suffix Sometimes when you are
cat + s  cats having trouble reading, you can
take out the suffix. For
box + es boxes example, I’m going to take out
the s and just read the root
work + ing  working word cat. Then I can add the s
back to make cats. What is a
root word? A root word is a
jump + ed  jumped part of a word that carries
meaning. Here’s another
example for the word boxes. I
can take out the suffix es and
just read the main word or root
word box. Then I can add es
afterward. Now, let’s read
some more words, work
ingworking, jump
edjumped.

avatar Next Button Back: Slide 9

Now let’s sort the root word
Root word Suffix and the suffix.
I can move the word hat into

the column that says root word.
I know that hat is a word by
itself and its what you wear on
hat s wish es ing ly your head.
help run skip roof


(Students practice sorting the
Root word Suffix root words and suffixes.)
hat s wish es ing ly
help run skip roof


The fishes are swimming around Let’s practice reading
in the water. sentences. Remember to use
the “Chunky Monkey” reading
The boys are running around at strategy and break the words
the park. into chunks to help you.
The foxes live in the den.


The fishes are swimming around (Students practice reading
in the water. words with suffixes.)
The boys are running around at

the park.
The foxes live in the den.

fishes, children, foxes Next Button Back: Slide 13

Video
bat So far we learn how to chunk
the words into parts that we
pillow can read. We can chunk words
into root word and prefixes.
cake Another way is to chunk the
word by syllables. How many
problem syllables are in these words?
Let’s put our hands under our
chin and count the syllables,
bat- that’s one syllable. Pillow,
that’s two syllables. Cake,
that’s one syllable. Problem,
that’s 2 syllables. So here’s how
to break up the words into
syllables. A closed syllable is
usually a single vowel followed
by one or more consonants, like
sat. An open syllable ends with
a single vowel. The vowel is
usually long, like the word no.
Press next to learn more about
open and closed syllables.

bat, pillow, cake, problem Next Button Back: Slide 14

ham mer Let’s read some closed syllables.
ban ner
lit tle Click the next arrow to read
nap kin some more closed syllables.

ham mer Let’s read some closed syllables.
lit tle
nap kin Click the next arrow to read
some more closed syllables.
Module 5, Slide 18: practice

Let’s read some closed syllables.
pic
The ban ner is colorful.
Click the next arrow to read some
The rab bit was eating grass. pic more closed syllables.
The candle lit the room. Did you read the banner is
pic
colorful, the rabbit was eating
grass, and the candle lit the room?
Did you use the “Chunky Monkey”
strategy to break up the word ban
ner, color ful, rab bit, and can dle
to help you read.
Now let’s try some open vowel

syllables.
banner, rabbit, candle Next Button Back: Slide 17

be An open vowel syllable ends
no with a single vowel. The vowel
hi is usually long. Let’s read some
she open vowel syllables.
ti ger
ro bot Click the next arrow to read
mo tor some more open vowel
syllables.

Let’s read some sentences with
pic
The ro bot is walking. open vowel syllables.
The la dy was planting pic Click the next arrow to read

some more closed syllables.
The ca bin is in the forest.
pic
Did you read the banner is
colorful, the rabbit was eating
grass, and the candle lit the
room? Did you use the “Chunky
Monkey” strategy to break up
the word ban ner, color ful, rab
bit, and can dle to help you
read.
Now let’s try some open vowel

syllables.
robot, lady, cabin Next Button Back: Slide 19

Let’s review what we learned.
“Chunky Monkey” The reading strategy “Chunky
-word parts Monkey” helps us to break the
-onset and rime (c at) words into chunks we know like
-root word and suffix (jump ing) onset and rime, separate the
-syllables (ban ner) root word from the suffix, and
break the words into syllables.
stars Next Button Back: Slide 20

1. Which word is broken into Which word is broken into
onset and rime? onset and rime?
 Fr og
 Lo st
 He ad
speaker button

2. Which word has a suffix at Which word has a suffix at the
the end of the word? end of the word?
 Sun
 Dancing
 Boat

speaker button

3. How many syllables does the How many syllables does the
word happy have? word happy have?
 1
 2
 3

speaker button

4. What’s the reading strategy What’s the reading strategy
called where you break up the called where you break up the
word into parts? word into parts?

speaker button

percentage % done.

image credits

Module 6, Slide 1: Introduction Slide “Skippy Frog”

Title slides in. “Skippy Frog” Do you have trouble reading a
word sometimes?
Place the frog next to the title.
on the screen (neutral strategy “Skippy Frog” to help

script.
position)
next button)
 Frog

Blends Digraphs Practice these blends and
digraph sounds. When you are
bl sh
ready to learn about skippy the
h
frog, click on the next button.
cr th
fl wh
st ch
sc


Blends Digraphs (Students press on each
button.)
bl sh
h
cr th
fl wh
st ch
sc

Module 6, Slide 4: Video Modeling Reading Strategy

Video Video
When you are having trouble
reading a word, “Skippy Frog”
tells you to skip the word and
look for clues.
Let’s try reading the sentences
and try to guess the difficult
words using the clues.
Ask yourself these questions:
Does it look right?
Does it sound right?
Does it make sense?
Now you try reading some
sentences and see if you can
use the clues to help you.
picture Did you read on my b-----, I will

eat cake? Did you see the clue
cake to help you read the word
On my birthday , I will eat birthday? Then you used the
cake. reading strategy “Skippy Frog.”
Let’s try to read more

sentences. Look for the word
clues.

birthday picture Next Button Back: Slide 4
picture Did you read I see a---- at the

zoo? Did you see the clue zoo
to help you with the word
I see animals , at the animals?
zoo.

animal picture Next Button Back: Slide 5
picture Did you use “Skippy Frog” and

read we see v--- in our garden?
From the word garden, you
might have guessed the word is
vegetable. Remember you can
We see vegetables in our also use the picture to help you.
garden.

vegetable picture Next Button Back: Slide 6

Avatar Let’s try reading blends and
Reading blends and digraphs digraphs. Instead of just using
sl-ippery the first letter, let’s try the first
two letters. Look at the first
two letters and make the
sound. For example, we know
that s-l- makes the /sl/ sound.
Let’s read some sentences.

Did you read the steps are sl---
picture from the rain. I almost fell
down the stairs. From the clue
rain, you might have guessed
The steps are slippery from the the word is slippery.
rain. I almost fell down the
stairs. Did you ask yourself does it
make sense? If something is
slippery, it will make you fall
down the stairs.
If you guessed slippery good job
using the clues!

wet stairs picture Next Button Back: Slide 8

Did you use the word truck,
picture four, and the digraph wh to help
you read wheels? If you did,
good job!
The truck has four wheels .
Press next to read more blends.

truck pictures Next Button Back: Slide 9

Did you use the clue color and
picture cr--- to guess the word crayons?
Good job if you have been using
the reading strategy “Skippy
Do you like to color with Frog.”
crayons ?

crayon pictures Next Button Back: Slide 10
Module 6, Slide 12: Introducing Prefixes

prefixes You can also break up the word
by the prefix. A prefix is added
prefix to the beginning of the root
re- again refill word. It helps add meaning to
un- not or unsafe the word.
opposite re- “again” For example. Refill
of means to fill again.
dis- not or dishonest un- and dis mean not or
opposite opposite of. For example, like
of dishonest not honest. Unsafe
means not safe. So when you
re + fill= refill read you can first separate the
un + safe= unsafe prefix from the word like un
dis + honest= dishonest safe. This will help you identify
the root word and read easily.
Click next to read words with

prefixes.


Try to read the sentence by
picture yourself. Click next to see if you
read it correctly.
The boy was un happy after he

fell.

boy falling down picture Back Button Next: Slide 14

(Students try to read the
picture sentences.)
Did you break the word into the

The boy was un happy after he prefix un and then read the rest
fell. of the sentence to help you.
So from the clues you know he
fell down so un- mean not. It
says the boy was un h---- after
he fell. So you might have
guessed unhappy.
This is the “Skippy Frog” reading

strategy.
boy fell down picture Next Button Back: Slide 13

Did you read after the storm,
picture she had to repaint the fence?
The prefix re means again. So
she had to re p---- the fence
After the storm, she had to re because of the storm. So we
paint the fence. know something happens to the
fence. We can also use the
picture clues to help us. From
all the clues, we know she had
to repaint the fence.

painted fence picture Next Button Back: Slide 14

Did you see the prefix dis-? It
picture means not. So Mike did not like
his vegetables or Mike dislikes
his vegetables.
Mike dislikes his vegetables.

plate of vegetables picture Next Button Back: Slide 15

Review Review
-Read the first letter, blend, -Read the first letter, blend,
digraph, or prefix. digraph, or prefix.
-Look for clues -Look for clues
-Read the rest of the sentence -Read the rest of the sentence
and try to use the meaning of and try to use the meaning of
the sentence to help you guess the sentence to help you guess
the unknown word. the unknown word.


1. Read the sentence. In the Read the sentence and answer
morning, I brush my teeth. the question.
What does the word brush
mean?
 Clean
 Tired
 Sick

speaker button

2. Read the sentence. Beth’s Read the sentence and answer
hand is in a cast. She is unable the question.
to write. What does unable
mean?
 Jumping
 Cannot
 can

speaker button

The nest was in the tr--. Read the sentence can you
guess the unknown word?
 Trick
 Tree
 Turkey

speaker button

What reading strategy did you What reading strategy did you
use to guess the unknown using use to guess the unknown using
the clues in the sentence? the clues in the sentence?
 Bob the Cat  Bob the Cat
 “Skippy Frog”  “Skippy Frog”
 Mouse the Tiny  Mouse the Tiny
speaker button

percentage % done.
image credits

Module 7, Slide 1: Introduction Slide “Tryin’ Lion”

Title slides in. “Tryin’ Lion” Do you have trouble reading a
word sometimes?
Place the lion next to the title.
on the screen (neutral strategy “Tryin’ Lion” to help

script.
position)
next button)
 Lion

1. “Eagle Eyes” Let’s review these reading
2. “Lips the Fish” strategies. In strategy “Eagle
3. “Stretchy Snake” Eyes”, you have to look at the
4. “Flippy Dolphin” picture to help you read. For
5. “Chunky Monkey” “Lips the Fish,” you get your lips
6. “Skippy Frog” ready and make the first sound.
In “Stretchy Snake,” you sound
out the word. For “Flippy
Dolphin,” you try long and short
vowel sounds. For “Chunky
Monkey”, you break the words
into chunks. “Skippy Frog” skips
over the word to read on for a
clue.
Module 7, Slide 3: Modeling Reading Strategy

video For the new reading strategy,
“Tryin’ Lion” tries the reread the
I like to eat cookies with milk. sentence and find a word that
makes sentence. If that does
not work, “Tryin’ Lion” will use
all the other strategies to help
read the word.
Let’s try an example. The
sentence is I like to eat cookies
with milk. I can reread it again:
I like to eat c----- with milk.
Maybe I think the word is
caramel. I like to eat caramel
with milk. Next, I can try Eagle
Eyes and look at the picture.
The picture shows cookies, so
then I know it’s not caramel.


I try to read the sentence using
The monkey _______ the tree. “Tryin’ Lion” and choose a word
to fill in the black. The words I
picked are up and climb. The
monkey up the tree. The
monkey climbs the tree.

Next, I might use Eagle Eyes. I
picture look at the picture.
The monkey _______ the tree.

monkey Next Button Back: Slide 4

For “Lips the Fish”, I make the
The monkey _______ the tree. first sound /c/. So I know it has
to be a word that starts with c.


For “Stretchy Snake”, I’m going
The monkey _______ the tree. to sound out each letter. /c/ /l/
/i/ /m/ /b/. The word clim does
not make sense.


For “Flippy Dolphin,” I will try
The monkey _______ the tree. the long I, climb. The monkey
climbs the tree. That makes
sense.


If I wanted to use “Chunky
The monkey _______ the tree. Monkey,” I can also chunk the
word to cl –imb. As you see,
you can use several strategies
to help you figure out the
unknown words. Now you try
using multiple strategies to help
you read the next couple of
sentences.

Did you read in the morning, I
brush my teeth? For the word
picture
morning, you could have used
“Lips the Fish” to make the /m/
sound. You could have used the
In the morning , I brush picture. Also, you could have
my teeth. used “Chunky Monkey” to break
up the word into syllables or
root word and suffixes.


Did you read Nick took a pretest
before the real test? Here you
picture
could have used “Skippy Frog”
to look for clues like the word
pre- means before. You know
Nick took a pretest that he took something before
before the real test. he took the real test. Then you
could have used “Chunky
Monkey” to break the words
into syllables pre test. After
you guess the word, try reading
it in the sentence and see if it
makes sense.

Did you read the mouse ate the
cheese? For this sentence, you
picture
could have used the digraph
/ch/ to help you, which is the
“Skippy Frog” strategy where
The mouse ate the cheese . you read the rest of the
sentence and the beginning
blends or digraphs. Also, if you
read chese, then you could have
tried “Flippy Dolphin” to change
the vowel sound to the long e,
which makes the word cheese.
The word cheese also makes
more sense.

Did you read she sat beside her
friend at lunch? For this
picture
sentence, you can use “Chunky
Monkey” to break the words
into syllables and “Flippy
She sat beside her friend Dolphin” to change the vowel
at lunch. sounds.


1. What is the name of the What is the name of the
strategy that tells you to reread strategy that tells you to reread
the sentence and use different the sentence and use different
reading strategies until you can reading strategies until you can
read the unknown word? read the unknown word?
 “Skippy Frog”
 “Stretchy Snake”
 “Tryin’ Lion”
speaker button

2. Which word fits best into this Which word fits best into this
sentence? I eat --------- at the sentence?
movie theaters.
 Fish and chips
 Popcorn
 peach
speaker button

3. Which word fits best into this Which word fits best into this
sentence? The rabbit has long sentence?
___.
 Nose
 Eyes
 ears

speaker button

Which word fits best into this Which word fits best into this
sentence? I can ____ my shoes. sentence?
 trip
 wash
 tie
speaker button

percentage % done.
image credits


Storyboard Nguyen Module 2-7

Enviado por

Dados do documento

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Storyboard Nguyen Module 2-7

Enviado por

Direitos autorais:

Formatos disponíveis

Captivate Storyboard

Title: Reading Strategy for First Graders

Modules #1: See other attached storyboard from IST 526

Module 2, Slide 1: Introduction Slide “Lips the Fish”

Media Notes Screen Text Narration

Avatar Kaarina points to the Click on the arrow at the

Module 2, Slide 2: Activate Prior Knowledge

Media Notes Screen Text Narration

Click on the button to hear me

Module 2, Slide 3: Activate Prior Knowledge

Media Notes Screen Text Narration

Media Interaction Branching

Module 2, Slide 4: Video

Media Notes Screen Text Narration

Module 2, Slide 5: Modeling the strategy

Media Notes Screen Text Narration

Media Interaction Branching

Module 2, Slide 6: Practice

Media Notes Screen Text Narration

Media Interaction Branching

Module 2, Slide 7: Practice

Media Notes Screen Text Narration

Module 2, Slide 8: Modeling

Media Notes Screen Text Narration

Press next you are done.

Media Notes Screen Text Narration

Module 2, Slide 10: Practice reading a word

Media Notes Screen Text Narration

Module 2, Slide 11: Practice reading a word

Media Notes Screen Text Narration

Module 2, Slide 12: Video modeling reading sentences

Media Notes Screen Text Narration

Reading the book “Out” from

Media Interaction Branching

Module 2, Slide 13: Practice

Media Notes Screen Text Narration

Media Interaction Branching

Module 2, Slide 14: Practice

Media Notes Screen Text Narration

Module 2, Slide 15: Review

Media Notes Screen Text Narration

Module 2, Slide 16: Quiz Question 1

Media Notes Screen Text Narration

Module 2, Slide 17: Quiz Question 2

Media Notes Screen Text Narration

Module 2, Slide 18: Quiz Question 3

Media Notes Screen Text Narration

Media Interaction Branching

Module 2, Slide 19: Quiz Question 4

Media Notes Screen Text Narration

Module 2, Slide 20: Quiz Score

Media Notes Screen Text Narration

Module 2, Slide 21: Credits

Media Notes Screen Text Narration

Media Notes Screen Text Narration

Module 3, Slide 2: Activate Prior Knowledge

Media Notes Screen Text Narration

Module 3, Slide 3: Activate Prior Knowledge

Media Notes Screen Text Narration

Click next when you are done.

Module 3, Slide 4: Modeling Reading Strategy

Media Notes Screen Text Narration

Click next to practice using the