Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Superkids Reading Program

No description

Karen Steever

on 29 July 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Superkids Reading Program

Systematic approach
Focuses on 26 letters of alphabet
Level/Semester 1: 13 letters (5 short vowels; 8 consonants
Level/Semester 2: Remaining 13 letters
Superkids Skill Building Book
Skill Areas:
Structural Analysis
Ten-Minute Tuck-Ins
Most lessons end with this
Three categories of teacher-led activities: reteach/reinforce/extend
Individual or small groups
Keep whole class together for initial skill instruction
Pleasant Rowland
Unit 1: c (Cass)
In the Teacher's Guide:
Superkids Reading Program
Pleasant Rowland also created the American Girl books and dolls
Semester 1:
Unit 1: c (Cass)
Unit 2: o (Oswald)
Unit 3: g (Golly)
Unit 4: a (Alf)
Unit 5: d (Doc)
Unit 6: s (Sal)
Unit 7: l (Lily)
Each Lesson:
Daily Routines: ideas for informal assessment
Step by step lesson instruction
Ten-Minute Tuck-Ins: actitivies for differentiating instruction.
Pleasant's Pointers
Additional resources online
"Ongoing, systematic assessment is critical to improving students' learning and performance. "
1975: school teacher; unhappy with reading curriculum; began research
1978: developed Superkids Reading Program
early 1980s: program fell out of favor and publisher stopped marketing
Teachers still used the program
New research in early 2000s supported Superkids' systematic teaching of phonics
2003: Rowland Reading Foundation
13 units and 85 lessons
Unit 8: i (Icky)
Unit 9: t (Tic, Tac, Toc)
Unit 10: f (Frits)
Unit 11: e (Ettabetta)
Unit 12: h (Hot Rod)
Unit 13: u (Us)
Student Objectives in Reading, Writing, Spelling and Listening & Speaking
Common Core standards listed next to each objective
Suggested books for Read Alouds
Project Corner: cross-curriculur activities related to the special interests of the Superkids. Can be done individually, with partners or in groups.
In Semester 1, kids are learning:
one sound for each of the letters and blending sounds together to make words.
how to write upper and lowercase letters
At the End of
Each Unit:
Super Smart lesson:
a shared reading lesson that focuses on reading comprehension of information text.
Online in the teacher portal with step by step teaching instructions
Interactive read-aloud plus other activities for the lesson
aka... Differentiated Instruction
Assessment before instruction
. (formal)

Readiness Test (given at the beginning of school year)
Progress Tests (given throughout the year)

Assessment during instruction
. (informal)

Daily Routines in each Lesson plan
Progress Monitoring (online teacher portal)

Assessment after instruction
. Check against standards.

Progress Tests (given throughout the year)
End of Semester Tests (end of each semester)
Activities and Resources for Differentiating Instruction
Grammar, Usage, & Mechanics
Expressive Writing
Each Skill Area Contains:
1. Quick Assessments

2. Why ___________ skill is important.

3. Instructional goals for that skill in the Superkids Program

4. Problems children may have when that skill is not strong.

5. Skill-building activities/Workout Plans
Pros and Cons
1. Systematic, explicit instruction in phonics allows students to decode unfamiliar words as they get older.
2. Integrated language arts: phonics, spelling, writing, etc.
3. Kids love the artwork and characters.
4. Approach is backed up by research. (See study results)
5. Lots of ways to scaffold skills
1. Might need to supplement with more exposure to informational texts.
2. Some teachers think it moves too slowly in Kindergarten (ie. afraid students won't meet text complexity Common Core standards by the end of K)
Full transcript