>> Elizabeth Eagan Satter: Well, this is the Pattern's curriculum, [Book start] and the reasons I love it is numerous. There's stories in here. It addresses vocabulary. Fluency. Comprehension. [Book end] Phonics. Phonemic awareness. It has some expanded core activities written into it. There are books that accompany it. And the nice thing about it too is at the very end there is assessments that go with it. So you just pull it out, and as you're going through, you check off what the child has or hasn't done. This is the kindergarten version. There is a first and second grade version. What I like about the first grade version is it has sheets data sheets to go with it. So as you're doing a lesson, there's a data sheet that comes with it, and you just fill out according to like the comprehension, conclusion did they get a plus or minus et cetera. The kindergarten curriculum doesn't have that. So I created my own because I like the data. I like to collect data so I can go back and forth and remember where my student had problems with. Some activities I don't do. I just skip right over them. My kiddo is in first grade, so some of the stuff that's in the kindergarten really isn't age appropriate anymore. For instance, there's a part where you explore the book. The cover, the page numbers, et cetera. She already knows about books, so after the first time we explored the tactileness of the book and we're learning how to read the page numbers, in the upper right corner. After that, with the first book, we haven't done that with the next couple of books that we've gone into, and we are now at our third book. There are color pages to go with the book. So like the color blue is what we're about to go into. She gets to color the sky and the ocean. And then there's different things also in the book that are blue. And what you're about to see is a brief lesson with me and my student introducing the word 'we' and the lesson number 13. [Demo begins]
>> Millie: Am I going to read some Braille?
>> Eagan Satter: Yes you are, ma'am.
>> Millie: What?
>> Eagan Satter: I know, I know. All right. Can you help me find page 2? We haven't really worked on numbers that much, but let's see if we can find page 2.
>> Millie: Is this page 2?
>> Eagan Satter: Let's use our fingers. And remember the page numbers is always in the upper right corner. And it has that number symbol before it.
>> Millie: Two?
>> Eagan Satter: You are correct.
>> Millie: Yay.
>> Eagan Satter: Knuckle bump.
>> Millie: Oh.
>> Eagan Satter: So the letter H, when it's all by itself, has a special quality, just like C has. Y has. G has. And W. H by itself means 'have.' Okay, now read that sentence again.
>> Millie: Can I have-
>> Eagan Satter: And how would you finish that?
>> Millie: I would do- A banana.
>> Eagan Satter: Now we're going to turn to our workbook that Ms. Liz has made. And on here, let's look at the top of the page, at those two shapes. There's two letters together. Can you see them? That's right.
>> Millie: W and I.
>> Eagan Satter: That's not an I. Take another look at that.
>> Millie: With my fingers? My fingers can't see.
>> Eagan Satter: Oh, but they're feeling the bumps. They can see them. Take a look at that. It's not I.
>> Millie: E.
>> Eagan Satter: You're right, and I did Braille it right. You made me doubt myself there. Okay, what does W E spell?
>> Millie: We.
>> Eagan Satter: You're right. So that word up here at the top is the word 'we.' 'We' does not have a contraction. So we're going to start working on words with letters together. Is that not cool?
>> Millie: That's cool.
>> Eagan Satter: All right. Now, I need you to go down to the next line.
>> Millie: Using my fingers?
>> Eagan Satter: Uh-huh. Using your fingers.
>> Millie: Is that a capital I?
>> Eagan Satter: You are correct. Go ahead and read that.
>> Millie: I can go-
>> Eagan Satter: Good job. [Book start]
>> Millie: We.
>> Eagan Satter: Uh huh.
>> Millie: We can go.
>> Eagan Satter: Uh huh. Next sentence.
>> Millie: Can you go? [Book end]
>> Eagan Satter: Awesome.
>> Millie: I'm using both of my hands.
>> Eagan Satter: I know, and I love it. Next sentence.
^E00:05:04
^B00:05:09
>> Millie: Can we go?
>> Eagan Satter: Awesome. You know what? Knuckle bump. That was a hundred percent--
>> Millie: I know.
>> Eagan Satter: --good job reading. [Book start] Which sentence says the same thing as the first two sentences? Let's go back and read those first two sentences. [Book end]
>> Millie: I can go. 
>> Eagan Satter: Uh-huh.
>> Millie: Now down.
>> Eagan Satter: Uh-huh. And then that sentence.
>> Millie: You can go.
>> Eagan Satter: Uh-huh. So I can go. You can go. What's another way of saying that, instead of saying it in two sentences?
>> Millie: We can go to the [inaudible].
>> Eagan Satter: Awesome. Knuckle bump. So I'm going to say 'hand.' 'Hand.' What do you hear at the beginning of 'hand'? Huh [phonetic] 'hand.'
>> Millie: The letter H.
>> Eagan Satter: Good job. How about heart?
>> Millie: The letter H.
>> Eagan Satter: How about hat?
>> Millie: The letter H also.
>> Eagan Satter: Laugh.
>> Millie: L.
>> Eagan Satter: [Book start] Horn. 
>> Millie: That's H.
>> Eagan Satter: Horse.
>> Millie: That's H too.
>> Eagan Satter: Fish.
>> Millie: That's F.
>> Eagan Satter: Hill.
>> Millie: That's H.
>> Eagan Satter: Hit.
>> Millie: That's H too, but it's a bad word to say. [Book end]
>> Eagan Satter: Correct, it's a bad word. It's something we don't want to do. Good job. How about kick?
>> Millie: That's a K.
>> Eagan Satter: Good job.
>> Millie: And it's something that we can not do.
>> Eagan Satter: You are right, unless we're playing something called kickball. Then we can kick the ball. But we don't kick people, right?
>> Millie: Right.
>> Eagan Satter: Oh, we have to go back to the workbook. And on page 5. Let's look at page 5 here.
>> Millie: Okay. What are we going to do on page 5?
>> Eagan Satter: Let's see. What is that first Braille symbol on the top of the page?
>> Millie: V.
>> Eagan Satter: Oh, look at it again.
>> Millie: H.
>> Eagan Satter: H. Good. Good, good, good. I want you to find- you're going to read each letter on the page, and you'll put an indicator dot [Book start] by every H.
>> Millie: This is a G. 
>> Eagan Satter: Cor-
>> Millie:What?
>> Eagan Satter: G, you're right.
>> Millie: This is an I? 
>> Eagan Satter: Uh-huh.
>> Millie: Is this H?
>> Eagan Satter: I think you're right.
>> Millie: Yeah. Put an indicator dot by it. [Book end] Oh, another H.
>> Eagan Satter: Good job.
^E00:08:05
^B00:08:11
>> Millie: There're four more left.
>> Eagan Satter: On that line. You are correct.