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How to use Electronic SuperSpeed 100
Electronic SuperSpeed 100 (ES 100) contains 100 sight words arranged in order of frequency in
English. Thus, the first word “the” is the most common English word, “to” the second word is the second most
common word, and so on. The more quickly students can read sight words, the more they will enjoy reading.
ES 100 can be used from pre-kindergarten through elementary school, wherever students need to
improve reading speed . New readers focus on the first 5-10 words; advanced readers master the last 40
words. For ease of understanding, each syllable of a multi-syllable word is color coded.
An unusually rich language development program, ES 100 also helps students with consonant and
vowel recognition, phonics, rhyme words, use of parts of speech (noun, verb, adjective), and sentence
construction.
Two bonus sections, Weirdness Zoo and Bluebird Planet give beginning readers additional practice in
language mastery. Weirdness Zoo, using nonsense words, is an entertaining exercise focused on consonant
blends; Bluebird Planet provides a creative overview of nouns, verbs and adjectives. A key feature of ES 100
is that it is “open architecture” and is easily customizable by adding, deleting, or rearranging slides Thus, if
you wish, elements of Weirdness Zoo and Bluebird Planet can be included any place in the program. Both
these sections are described later in this introduction.
ES 100 is easy to use. Put the program on a computer’s hard drive and project the words onto your
classroom’s screen. Page through the words, while your students read them aloud.
A variety of games are possible.
-- See how many words your class can read in one, two or three minutes.
-- Page through the words slowly, then quickly, then slowly, as if the class is on an roller coaster.
-- Go forward, then unexpectedly backward.
-- Make copies of words your class has problems with and insert these copies at unexpected places in the
sequence.
-- Count your students off in 1s, 2s, 3s, 4s and then give each group turns in reading sight words.
-- Pit boys against the girls, or the left side of the classroom against the right, to see who can read a
sequence of words the most quickly.
-- Play “Quiet Riot” in which students alternately whisper and shout words.
-- Modify the program to your students’ needs; add “bonus” vocabulary or core concept words to the list.
-- Use the program as a stand alone reading exercise that students use on individual computers.
How to use Electronic SuperSpeed 100 (cont.)
To add even more fun, add your own narration to ES 100.
“Ah, slow section coming up ... read slooooowly!” Page through the file slowly.
“Oh, no! Almost to the top! Quick dip ahead!” Suddenly increase the speed of your page
flipping.
“Right turn! Everybody lean right!” Your whole class leans right as they shout the sight
words.
“Hands up and shriek in this next scary section!” Your kids shriek with their hands up as they
master ES 100‘s sight words.
Use ES 100 with a printed list of SuperSpeed 100, available as a free download at
WholeBrainTeaching.com. ES 100 is for the class as a whole; SuperSpeed 100 is for each
student to set and break individual reading records.
The following pages highlight special features of ES 100.
Here is an explanation of a sample word:
Students say this word.
The first letter
of rhyme
words are
indicated here.
A question
mark shows
that there is at
least one more
letter that
begins a
rhyme word.
f
p
?
The sentence below gives practice in using the
word in context and understanding parts of
speech. Students complete the sentence as
many times as possible, substituting their own
nouns.
The noun is in the room.
Beginning at slide 109, Weirdness Zoo gives students concentrated practice in
using all the initial and final consonant blends: bl-, br-, cl-, cr-, dr-, fl-, fr-, gl-, gr-,
pl-, pr-, pl-, pr-, sc-, sk-, sl-, sm-, sn-, sp-, squ-, st-, str-, sw-, tr-: -ct, -ft, -lb, ilt, -mp,
-nd, -ng, -nk, -nt, -pt, -sk, -sp, -st. Encourage your kids to use silly voices when
they say each of the nonsense words.
Bleep!
Breep!
Cleep!
Dreep!
By cutting, copying and pasting you can include any, or all, of the Weirdness
Zoo slides anywhere in ES 100 or, simply use them as a block to give students
focused practice on consonant blends.
Beginning at slide 123,
Bluebird Planet, gives
your kids entertaining
practice in naming and
correctly using nouns,
verbs and adjectives.
Starting with lists of
words, students
eventually develop
surprisingly complex
sentences. Bluebird
Planet provides
excellent “tell your
neighbor” exercises.
Use Bluebird Planet as
a sequence of related
slides, or cut, copy and
paste them anywhere
in ES 100.
Name lots of
nouns that are
things!!
Educators have long recognized that skill in rapidly reading the most common sight words is
fundamental to literacy. Only 100 words make up over half of all the words kids read in school!
As you can see, ES 100 provides special aids to beginning readers. Each of the first 100
words is accompanied by a sentence that uses the word in context and that also, frequently,
gives students practice in understanding three parts of speech (nouns, verbs and adjectives).
In addition, almost every word is accompanied by the initial letters of rhyming words. For
example, “in” is bordered by “f” (fin) and “p” (pin).
Now that you have reviewed the program, here are some exercises that can be used with ES
100.
-- To build reading speed, ask your kids to read aloud, as you page through a group of words
slowly or rapidly; cycle back through words that cause your students difficulty. (This is a primary
use of ES 100).
-- To develop letter recognition, ask students to name the consonants or vowels in each word.
-- To develop phonics skills, ask your students to pronounce the first letter, or blend, of each
word.
-- For additional phonics practice, ask students to work with their neighbors, creating rhymes
using the letters beside each word.
-- To deepen their language skills, ask students to read the sentence under each word and fill
in the blank with their neighbors as many times as possible.
-- Create a special sequence of the most difficult words. Then, use a timer and challenge your
kids to set and break class records for how quickly the words can be read.
-- Use Weirdness Zoo and Bluebird Planet as standalone exercises or, for variety, paste pages
into the main sequence of ES 100.
An especially powerful feature of ES 100 is that it is an “open architecture.” Tailor the program
to your needs, by adding new pamges to the list, deleting others or creating new rhyme letters
or sentences.
The noun is big.
d
f
n
?
He went to the noun.
b
h
?
?
I have a noun and a noun.
b
k
m
?
?
He is in the noun.
d
l
m
?
?
It is a noun.
b
l
m
?
?
I like to eat nouns.
d
f
n
?
I give you a noun.
b
bh
fl
h?
?
?
?
It is a noun.
d
?
d
gl
?
The noun is made of wood.
f
p
?
A noun is in the room.
d
?
The noun was in the hall.
b
h
l
?
She said, “That was a noun.”
f
His noun was in here.
b
f
h
p
?
?
That noun was good.
b
fr
h
?
?
?
She had a noun.
d
m
?
?
?
The noun is for you.
d
?
She had on a noun.
d
h
l
m
?
?
?
?
They said that was a noun.
c
n
?
?
You have a cat but I have a
noun.
b
d
m
?
?
I had a noun.
b
f
m
?
?
The girl was at the noun.
d
?
The noun sat by him.
She came with a noun.
c
?
She went up to the noun.
b
k
h
?
?
I see a noun and a noun.
b
f
h
?
I see all the nouns.
b
?
They look at a noun with a noun.
f
?
The noun is near the noun.
f
?
Her noun is on the noun.
b
c
f
?
?
There is a big noun near the
noun.
c
?
Some of the boys verb.
b
?
I verb a word.
p
?
She went out of the house to
verb.
h
As the dog barked, the boy verb.
fr
k
m
?
?
We must be ______ and _____.
b
p
?
Each child verb. (for example,
runs)
We have to verb now.
d
l
m
?
?
They go to the room to verb.
b
fr
m
?
?
We verb.
s
?
I am with a girl who wants to
verb.
h
m
p
?
Then we verb.
The little boy verb. (for example,
runs)
cl
fr
?
They verb down the hill.
bl
fl
gl
?
?
I do verb.
f
m
?
?
I can verb.
s
h
?
We could verb.
d
?
?
When I verb, I feel happy.
h
?
She did verb.
b
c
?
What should I do if he verb? (for
example, laughs)
b
d
g
l
n
?
She was so ________.
h
?
She is not a/an adjective noun.
h
?
We were in the adjective noun.
b
l
?
We went to get a/an adjective
noun.
h
?
She gave them a/an adjective
toy.
h
?
I like adjective games.
h
?
One day she went to the adjective
noun.
h
?
This adjective candy is good!
h
?
My adjective, adjective dog is
fun.
h
?
She would go to the adjective
noun.
h
?
She gave me a red, adjective
noun.
b
h
?
?
I will run to the adjective noun.
l
?
The adjective noun said, “Yes!”
d
p
?
She is a big, adjective girl.
c
d
f
?
?
The adjective noun ate more than
me.
b
d
?
?
They went to the adjective noun with a
noun.
b
c
f
?
We are near the blue, adjective
noun.
fr
?
Come to the cool, adjective
noun.
cl
?
If you are ____, you should
____.
?
number
The number is _____.
c
h
?
Now, I want to go to the adjective
store.
st
?
The adjective noun is how long?
b
d
g
l
m
s
?
No cookie can verb.
d
l
m
p
?
?
I verb all the way.
f
g
?
She came a long way to the adjective
noun.
d
gl
n
?
It is time to verb the noun.
m
I ask you for the adjective noun.
b
h
?
This cat is very adjective.
c
m
p
?
A horse is bigger than a noun.
c
f
m
p
?
He verb an apple. (for example, he
eats)
cl
The noun threw a noun over the
noun.
d
?
The adjective noun is yours.
b
f
h
?
Its adjective noun is big!
fr
gl
h
s
?
I ride the noun to the adjective
noun.
The girl verb into the adjective noun.
d
m
?
The adjective noun just ate the adjective
noun.
cl
gl
?
The adjective, blue noun verb.
b
h
l
?
The adjective, red noun verb the
grass.
cr
?
The adjective noun came from the adjective, adjective
noun.
c
?
The good noun verb.
m
?
Are there any adjective nouns in the
refrigerator?
They want to talk about the adjective, adjective
noun.
The adjective noun verb around the adjective
noun.
All I want is an adjective, adjective, adjective
noun!
w
Don’t verb that adjective noun!
b
c
?
How do you verb that noun?
b
d
g
l
m
?
I know how to verb, but I don’t know how to
verb.
c
d
h
?
This is part of the adjective noun.
b
fr
h
l
m
n
?
It is right to verb but it is wrong to verb.
p
?
The adjective sound was like an adjective
noun.
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Initial
Consonant
Blends
Bleep!
Breep!
Cleep!
Dreep!
Crit!
Drit!
Frit!
Grit!
Flot!
Glot!
Grot!
Prot!
Glob
Scay!
Skay!
Smay!
Squay!
Troing! Stroinga!
Stoing! Snoinga!
Spon!
Slon!
Ston!
Swon!
Troot!
Proot!
Droot!
Croot!
Frat! Glat! Grat! Plat!
Prat! Scat! Skat! Slat!
Bloots!
Broots!
Cloots!
Croots!
Droots!
Floots!
Smosh! Snosh! Stosh! Strosh! Swosh!
Trosh!
Ending
Consonant
Blends
Dact!
Daft!
Dab!
Dalt!
Pamp!
Pand!
Pang!
Pank!
Fint!
Fipt!
Tisk!
Tisp!
Tist!
Name lots of
nouns that are
things!!
Name lots of
nouns that are
places!!
Name lots
of nouns
that are
people!!
Name lots of verbs!
I verb!
Name lots more
verbs!
I verb, you verb,
she verb!!
Try this!
The noun verb.
Now try this!
I verb a noun.
He verb the noun.
Give me lots of
nouns!
Give me lots of
adjectives!
Give me lots of
nouns!
Give me lots of
adjectives!
Now put them
together,
adjective noun!!
Tell me as many
adjective nouns as
you can!
I verb an
adjective
noun!
I verb an
adjective
noun and an
adjective
noun!
I verb an
adjective noun, an
adjective noun and
an adjective noun!!!!
She verb an
adjective
noun in the
________!
Put in as many words as you
want in the blank!!
By the_____,
they verb an
adjective
noun.
Put in as many words as you
want in the blank!!
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