MAIN IDEA: Super Readers Learn Words and Practice Reading Them in a Snap!

ESSENTIAL QUESTIONS: How Can I Turn Words into Snap Words?

TEACH: Today I want to teach you that Super Readers can make more snap words for
themselves. If you want to turn a work into a snap word, you do this: look, read, spell, write,
look, read.

Invite students to chorally read two pages of an example text with you and to look out for words
that we used a lot. Once the word is identified, work as a class to look, read, spell, write, look,
read.

ACTIVE ENGAGEMENT: Encourage students to choose other words in the text to make snap
words. Make those words snap words as a class. Before sending students off to read, reread snap
words off of the word wall to get students ready.

LINK: Super readers, you know a lot of snap words! You can find these words in your Smore
Reading Bags! In those books, if you find a word that you want to turn into a snap word,
remember to: look, read, spell, write, look, read.

Students practice independently.

ASSESSMENT: Class discussion/observation during student participation, conference with

students during independent practice.

MATERIALS: Smore Reading Bags

Standards
K.RL.10: Actively engage in group reading activities with purpose and understanding.
CCRA.R.10: Read and comprehend complex literary and informational texts
independently and proficiently.
K.RF.4: Read emergent-reader texts with purpose and understanding.
K.RF.3C: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is,
are, do, does).
K.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF.1A: Follow words from left to right, top to bottom, and page by page.
K.RF.1: Demonstrate understanding of the organization and basic features of print.
K.RF.1C: Understand that words are separated by spaces in print.
MAIN IDEA: Super Readers Make the First Sound in the Word to Help Them Read the Word

ESSENTIAL QUESTIONS: How Can I Use The First Letter in a Word To Help Me Read?

TEACH: Today I want to teach you that sometimes picture power isnt powerful enough to
tackle those really tough words. You can activate sound power too!! With sound power, you can
use the first letter to help you read the word.

Add We have sound power. to the chart. Model how to use the first sound in a word to help
you read a tricky word when the picture isnt very clear. Open to a page where the picture isnt
very clear and read the sentence. When you get to the tricky word, have students look at the
picture and take guesses as to what it is. Together, look at the first letter of the word and have
them say what sound that letter makes. So this must be a ____!

ACTIVE ENGAGEMENT: Practice again with another tricky word on a different page. Guide
them to follow the steps of the strategy.

LINK: So remember, super readers, when you put your powers together, you can make your
reading even stronger. Whenever you get stuck and the picture just isnt helping you enough, you
can activate thats right! Sound power! And dont forget, you can still use your other powers
too!

Students practice independently.

ASSESSMENT: Class discussion/observation during student participation, conference with

students during independent practice.

MATERIALS: Leveled text from the bookshelf. We Are Super Readers Chart

Standards
K.RL.10: Actively engage in group reading activities with purpose and understanding.
CCRA.R.10: Read and comprehend complex literary and informational texts
independently and proficiently.
K.RF.4: Read emergent-reader texts with purpose and understanding.
K.RF.3C: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is,
are, do, does).
K.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF.1A: Follow words from left to right, top to bottom, and page by page.
K.RF.1: Demonstrate understanding of the organization and basic features of print.
K.RF.1C: Understand that words are separated by spaces in print.
MAIN IDEA: Super Readers Dont Give Up!

ESSENTIAL QUESTIONS: How Can I Use All of my Super Powers to Help When I Want to
Give Up?

TEACH: Today I want to teach you that when one power doesnt work, Super Readers use
another one! Readers try one more thing and then another to tackle the trouble.

Review We Are Super Readers! chart to refresh students as to what powers we have. Read a
new book together. Use pointer and snap word power. Come to a page where picture power is
needed and have the students help. Use sound power to determine if what the picture is fits with
the first sound of that word.

ACTIVE ENGAGEMENT: Have students offer suggestions as to what powers to use as you
read a few more pages of the book.

LINK: Super readers, you pointed at the words and read some of them in a snap! When you got
stuck, you didnt give up! You activated picture power and sound power to figure out the words
on the page! You even used your reread powers!

Students practice independently.

ASSESSMENT: Class discussion/observation during student participation, conference with

students during independent practice.

MATERIALS: Smore Reading Bags. We Are Super Readers! Chart.

Standards
K.RL.10: Actively engage in group reading activities with purpose and understanding.
CCRA.R.10: Read and comprehend complex literary and informational texts
independently and proficiently.
K.RF.4: Read emergent-reader texts with purpose and understanding.
K.RF.3C: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is,
are, do, does).
K.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF.1A: Follow words from left to right, top to bottom, and page by page.
K.RF.1: Demonstrate understanding of the organization and basic features of print.
K.RF.1C: Understand that words are separated by spaces in print.


MAIN IDEA: Readers Show Off Their Powers

ESSENTIAL QUESTIONS: How Can I Make Sure I Use All of my Powers?

TEACH: Today I want to teach you that once readers are able to activate lots of powers, they
make sure to check in on these and notice which powers they use all the time and which ones
they need to power up.

Read through We Are Super Readers! Chart. As the teacher reads the chart, point out that you
didnt use all of your super powers. Model how to identify which powers youre missing and
how to use them the second time around.

ACTIVE ENGAGEMENT: Go through each power and ask students to be honest and raise
their hand if they use ___ power every time they read. Remind them how important it is for them
to use their powers each time! As a class, identify which powers we dont use all of the time
when we read. Read the We Are Super Readers! chart after identifying which power we need
to use more.

LINK: Readers, its so great that you were able to see all of the powers and notice which ones
you already use and which powers you need to use more! Keep in mind as you read that you
should be using all of your powers when you read.
Students practice independently.

ASSESSMENT: Class discussion/observation during student participation, conference with

students during independent practice.

MATERIALS: Smore Reading Bags. We Are Super Readers! Chart

Standards
K.RL.10: Actively engage in group reading activities with purpose and understanding.
CCRA.R.10: Read and comprehend complex literary and informational texts
independently and proficiently.
K.RF.4: Read emergent-reader texts with purpose and understanding.
K.RF.3C: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is,
are, do, does).
K.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF.1A: Follow words from left to right, top to bottom, and page by page.
K.RF.1: Demonstrate understanding of the organization and basic features of print.
K.RF.1C: Understand that words are separated by spaces in print.
MAIN IDEA: Readers Use Their Voices to Bring Words to Life

ESSENTIAL QUESTIONS: How Can I Use my Voice to be a Better Reader?

TEACH: Today I want to teach you that when you use all your super powers, you can bring
books to life. You can read them to others just as grown-ups read books to you and you can read
them to yourself that way as well.

Invite students to read a page of Brown Bear, Brown Bear, What Do You See? Regularly. Ask
them to help you bring the book to life and read it with a smooth reading voice. Read a page and
ask them to give a thumbs up if its a smooth voice or a thumbs down if its a choppy voice.
When the teacher reads in a choppy voice, ask the students to help!

ACTIVE ENGAGEMENT: Have the class read the pages in Brown Bear, Brown Bear, What
Do You See? That we have just read together, but in their best smooth reading voices.

LINK: Super readers, with all of those reading powers you have, you can bring everything you
read to life! Dont let those books, poems, songs, or charts down by reading them in a boring or
choppy way! Use your smooth reading voice with all of the books you read, even the ones in
your Smore Reading Bags and the ones you practice with at home!

Students practice independently.

ASSESSMENT: Class discussion/observation during student participation, conference with

students during independent practice.

MATERIALS: Smore Reading Bags. Brown Bear, Brown Bear, What Do You See?

Standards
K.RL.10: Actively engage in group reading activities with purpose and understanding.
CCRA.R.10: Read and comprehend complex literary and informational texts
independently and proficiently.
K.RF.4: Read emergent-reader texts with purpose and understanding.
K.RF.3C: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is,
are, do, does).
K.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF.1A: Follow words from left to right, top to bottom, and page by page.
K.RF.1: Demonstrate understanding of the organization and basic features of print.
K.RF.1C: Understand that words are separated by spaces in print.
MAIN IDEA: Readers Use the Pattern To Sing Out Their Books

ESSENTIAL QUESTIONS: How Can I Use the Pattern In the Book To Help Me Read Better?

TEACH: Today I want to teach you that one way to read faster and smoother is to realize that
knowing the pattern helps you sing the words that are the same on every age Then you can really
work at figuring out the words that change.

Demonstrate a pattern in reading with Brown Bear, Brown Bear, What Do You See? Invite the
class to read along with you.

ACTIVE ENGAGEMENT: Introduce a new text (Super Mouse), reading aloud the first few
pages to allow students to determine the pattern.

LINK: So, readers, remember, if you want to help yourself read faster and smoother, you can
notice the pattern to help you sing the words that are the same! Then you can really work at
figuring out the words that change, I cant wait to stop and listening to your reading voices
today!

Students practice independently.

ASSESSMENT: Class discussion/observation during student participation, conference with

students during independent practice.

MATERIALS: Smore Reading Bags. Super Mouse. Brown Bear, Brown Bear, What Do You
See?

Standards
K.RL.10: Actively engage in group reading activities with purpose and understanding.
CCRA.R.10: Read and comprehend complex literary and informational texts
independently and proficiently.
K.RF.4: Read emergent-reader texts with purpose and understanding.
K.RF.3C: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is,
are, do, does).
K.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF.1A: Follow words from left to right, top to bottom, and page by page.
K.RF.1: Demonstrate understanding of the organization and basic features of print.
K.RF.1C: Understand that words are separated by spaces in print.