Building the Brain Minutes

Introduction to Unlocking the Reading Code

Unlocking the Code lessons should be done 5 days a week, but they will only take you 10-15 minutes. It is important to be consistent because these activities are designed to target specific areas of the brain that house the reading circuit. The research basis for Unlocking the Reading Code clearly supports very positive outcomes when young children play with language in ways that specifically exercise the areas of the brain we now know are used for reading. Be sure to read the research included in the lessons so you understand the purpose behind each activity. Print out the information and lessons below to help you plan your lessons ahead of time. 

Weeks 1-2

FIRM - 

Step 1: Rapid Automatic Naming (RAN) Noun cards

In the first lesson, Lesson Group 1, Step 1 (LG1S1 is what you will see in the lessons), we begin using the Noun cards for Rapid Automatic Naming (RAN). The RAN cards are used to intentionally begin building and widening neurologic roads/pathways in the "reading circuit" of the brain. Strengthening these pathways is the KEY to success with Unlocking the Reading Code. Use the RAN cards with the children several times a day to build on naturally occurring language development skills. 

Where are we in the Brain. 

• Show the children a noun picture; the picture lives in the right hemisphere. Ask the children to name the picture; the name lives in Wernicke, which is in the left hemisphere of the brain.

Step 2: First Sound Fluency 

Example:

Using the same noun cards, show children a picture of Sun. Ask them to identify the picture. Child says: Sun. Now ask, What’s the first sound you hear in the word Sun? Continue to do 4 to 6 more cards. If children struggle giving the first sound in the word Sun, say the first sound you hear in the word Sun is /S/. Let’s do it together. What is the first sound you hear in the word Sun? /S/.

Where are we in the Brain. 

• Show the children the noun picture card: Sun. When the child responds the /S/, the child is responding completely from Broca which lives in the frontal lobe of the left hemisphere. All oral language sounds live in Broca. This is a prerequisite for both reading and spelling. Remember oral language comes into Broca as one acoustic bundle. The brain hears one sound chunk, Sun. 

Weeks 3-4

Recognizing and Sequencing Sounds - Listening and Hearing

Lesson Group 1, Step 2 (LG1S2 is what you will see in the lessons); we begin using the environmental sound cards to identify familiar sounds in their environment. Children will also begin sequencing sounds. They will hear a sound and find the card with the picture that makes that sound. They will gradually begin identifying 2 sounds at a time. The environmental sound cards are used to intentionally strengthen and widen auditory processing and memory pathways. Children are hardwired for language from birth and these activities build on the innate ability to process sounds. 

Where are we in the Brain. 

• This task takes place completely in Broca. Broca is where all the sound in oral language live in every language. It is a neurologic prerequisite for reading and spelling. 

Strengthening these pathways is the KEY to success to all future academic skills.

Lesson PDFs for Download

Unlocking the Reading Code | Download PDF

Lesson Group Introduction | Download PDF

Lesson Group 1 Step 1 (LG1S1) | Download PDF

Lesson Group 1 Step 2 (LG1S2) | Download PDF

Resources

These are located in the Teacher Resource area under Supplemental | Unlocking the Reading Code

• Environmental sound cards (In gold box supplies). Be sure to print them in color. 

Resources to Purchase

• Building Language Photo Library card deck found at Lakeshore Learning. These serve as the RAN cards.

CREATION Kids Language Activities

Listening to and Identifying Sound

In the first week the children will spend time learning how to use the stations. During the weeks that follow they will explore environmental pictures and objects and the sounds that they make.

Pre-Writing

Children will be introduced to horizontal and vertical lines all around them. Additionally they will be provided with several activities to strengthen fine motor skills. 

Open-Ended Questions and Statements

When talking with children it is important to encourage conversation and thinking about what is happening in their play, learning, and other activities. Open-ended questions and statements have more than one right answer and help to stimulate more language use, helps them understand that there can be several solutions to a problem, values their ideas, and encourages creative thinking.

Remember that a 4-year-old child should be able to have a give and take oral conversation with the teacher containing four give and take responses. 

Example of four give and take responses: 

Teacher: Tell me about why you used red for the flowers in your picture.

Child: Responds 

Teacher: Can you think of something that is red if the classroom?

Child: Responds

Teacher: What might you see that is red outside? 

Child: Responds 

Teacher: Can you tell about any foods you like that are red?

Child: Responds

You can find the open-ended question and statement cards in the teacher resource area.  These small cards can be put on a ring to carry while walking and observing in different centers around the classroom for a quick reference when talking with children.

Language and Writing Exploration Station

It is important to provide language and writing experiences where children can play with materials that encourage them to use new vocabulary, categorize words and understand their meaning as well as build the small muscles in their hands with pre-writing activities. Teachers can provide one or more of the materials for children to practice. 

Materials to add to the language and writing exploration station:

• Various sizes and textures of paper
• Various sizes of envelopes
• Markers, crayons, colored pencils and regular pencils
• Children's journals
• Round dot stickers (found at office supply stores)
• Letter stamps and stamp pads
• Letter play dough mats
• Line play dough mats 
• Mini white board and erasable markers
• Pencil sharpener
• Stapler
• Tape
• Single hole puncher
• Activities from the lessons
• These items should not all be put out but rotated monthly or quarterly. Add any other items that will enhance your exploration station.