1. SUPERKIDS
K – 2 Reading Program
MY Overview
By: Wendy Golden
Lincolnshire Elementary School
Behavior Support Specialist

2. Teaching children to read in the primary
grades is the most urgent task in education
today.
Pleasant T. Rowland, Founder, Rowland
Reading Foundation
Author “Beginning to Read, Write, and Listen” pub. by McGraw-Hill,
Author “The Addison-Wesley Reading Program” pub. by Addison-Wesley
Creator of The American Girls Collection® (books, dolls, and accessories)
Received the Saint Elizabeth Ann Seton Award in 2011 for her contributions
to reading instruction in Catholic schools

3. Why Superkids?
For me, because it is a phonics based program! I believe
phonics should be a critical component of any reading
program I would use in my classroom. A bonus is that
research suggests a program with a phonics component
beneficial for instruction.
While phonics is the foundation, decoding, spelling,
writing, grammar, comprehension, fluency, spelling and
vocabulary are also integrated into the program.

4. Does this program align with the
Common Core State Standards?
YES, YES, YES!!!
The program is conscience of the standards that are
placed on teachers today and they break down the key
areas of English Language Arts Standards for K – 2 and
explain how their program is important to the standard.

5. My classroom
I am currently a Behavior Support Specialist, so this is
“hypothetical”. I work closely with the 2nd grade team
and have been using some of the 2nd grade students for
some activities throughout this course. So, if I were to
use this program, I looked at is as though I was using it
for a 2nd grade classroom, assuming that they used this
same program in K and 1.

6. How would I implement this program
into my classroom?
10 minutes – Daily Routine for Whole Group instruction –
informal assessment on decoding, spelling, writing and
editing.
30 minutes – Word Work and Decodable Readers for Whole
Group instruction – skills taught/practiced: phonics, structural
analysis, spelling, grammar, decoding, comprehension,
vocabulary and/or fluency.
60 minutes – Guided Reading / Book Talk Journal Groups –
skills taught/practiced: reading fiction and informational
text, comprehension and content knowledge, vocabulary,
fluency and expressive writing

7. What are the student materials?
• Decodable Reader for student - short, decodable stories that
feature the characters from Superkids to practice reading.
• Word Work Book for student – to work on spelling, grammar,
punctuation and usage.
• Book Club Book and Book Talk Journals for student – book
and journal for discussion and critique of books.
• SUPER Magazine for student – nonfiction text to work on
comprehension
• Fiction Chapter Books for students – 16 books from a variety
of genres

8. What are the teacher materials?
Teacher Binder with guide booklets with all the lessons to
teach, the ore skills in the student book and reader
Resources for Differentiation – with activities to help
CD’s – songs, stories and other listening activities to aid with
instruction
Blackline Masters – reproducible student pages to aid with
independent practice or small group instruction
Assessment Book – formal and informal tests and tips as well
as record keeping forms

9. Example of Unit Pacing (pg 1)

10. Example of Unit Pacing (pg 2)

11. “My thoughts”
I believe this program is all encompassing. Meaning, I think it
addresses all aspects of learning to read. Through my research into
the program, the founders/developers have done there homework!
They have done research themselves on the effectiveness of their
program and they have real proof to back it up.
This year in Washington County teachers have implemented the Lucy
Calkins Writing curriculum wherein they are required to teach 45
minutes of writing DAILY. After looking into this program I think it
would work in conjunction with that.
This program also has step by step instructions, online support as
well as a parent portal so that parents can follow their childs
progress.

12. Thank you!
