Module 30 Water-Language Arts 2B - Course Guide

Module Overview:

In this module, students will learn about the importance of water. They will also learn the sound of the -al, -aw, and -au pattern, practice their spelling words, and be introduced to their vocabulary words. They will distinguish between slang, abbreviations, and contractions. They will brainstorm ways to conserve water for a formal language writing assignment.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	30.1 Water	None
2	30.2 Water	None
3	30.3 Water	None
4	30.4 Water	None
5	30.5 Water	crayons or colored pencils (optional);

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	30.1 Water	Identify the sound of the <i>-al</i> pattern in words. Alphabetize our spelling words. Read the definitions of our vocabulary words. Read "Water Needs." Distinguish slang, abbreviations, and contractions. Brainstorm ways to conserve water for our formal language writing assignment.
2	30.2 Water	Identify words with the sound made by the <i>-au-</i> pattern. Unscramble spelling words. Read vocabulary words in context. Answer text-dependent questions about "Water Needs." Distinguish between formal and informal language. Create an informative rough draft on conserving water.
3	30.3 Water	Accurately spell our words for this week. Find small words in a larger word. Read vocabulary words in context. Read and answer text-dependent questions. Identify when to use formal and informal language. Revise an informative writing assignment using formal language.
4	30.4 Water	Identify words with the sound created by the <i>-aw</i> pattern. Practice spelling words. Match vocabulary words with the correct definition. Identify a main idea using nonfiction details. Create examples of formal and informal language. Edit an informative writing assignment on conserving water.
5	30.5 Water	Spell words accurately. Write sentences with vocabulary words in context. Match terms and examples of formal and informal language. Accurately answer vocabulary and grammar questions. Identify main idea and details in a selection from our story, "Water Needs." Publish an informative writing assignment using formal language. Monitor and clarify fluency using a selection from our story, "Water Needs."

Module Key Words:

Key Words	Spelling Words	Vocabulary Words
-al pattern slang abbreviations contractions brainstorm formal language -au- pattern formal/informal language rough draft informative poem haiku revise -aw pattern main idea nonfiction details edit informal/formal language publish fluency	walk animal salt small chalk applaud faucet laundry sauce author lawn yawn draw crawl straw	thirsty parched dusty gushing trickle nutrients oxygen sprinklers

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title
1	30.1 Water	7	Writing
4	30.4 Water	3	Spelling Words
4	30.4 Water	6	Grammar
5	30.5 Water	2	Spelling Test
5	30.5 Water	6	Writing

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	30.1 Water	During Independent Reading time, please have your student read silently to themselves. Ask them questions about what they read when they are finished.
2	30.2 Water	In your student's Language Arts notebook, have them write for each of their vocabulary words the following: Definition for the word in their own words, illustration for the word (if possible), synonym or antonym for the word, and a sentence using the word. During Independent Reading time have your student read silently to themselves. Ask them questions about what they read when they are finished.
3	30.3 Water	Have your student use their spelling words to write a story in their Language Arts notebook.
4	30.4 Water	Have your student choose five spelling words to illustrate and write a sentence describing their illustration in their Language Arts notebook.
5	30.5 Water

Module Guiding Questions:

When a student starts a lesson ask them questions to check for prior knowledge and understanding and to review concepts being taught. At the end of the lesson ask the questions again to see if their answer changes.

Lesson Title	Question
30.1 Water	What does the -al pattern sound like? What words have -al in them? What is an abbreviation? What is a contraction? What is slang? Why is water important? What are some ways that you can conserve water?
30.2 Water	What does the -al pattern sound like? What words have -al in them? What does the - au pattern sound like? What words have the -au pattern? What is an abbreviation? What is a contraction? What is slang? Why is water important? What are some ways that you can conserve water? What is formal language? What is informal language? What is a cliche? What does specific mean? What is a hesitation?
30.3 Water	What does the -al pattern sound like? What words have -al in them? What does the - au pattern sound like? What words have the -au pattern? What is an abbreviation? What is a contraction? What is slang? Why is water important? What are some ways that you can conserve water? What is formal language? What is informal language? What is a cliche? What does specific mean? What is a hesitation?
30.4 Water	What does the -al pattern sound like? What words have -al in them? What does the - au pattern sound like? What words have the -au pattern? What does the -aw pattern sound like? What words have the -aw pattern? What is an abbreviation? What is a contraction? What is slang? Why is water important? What are some ways that you can conserve water? What is formal language? What is informal language? What is a cliche? What does specific mean? What is a hesitation? What is nonfiction? What is the main idea? What are details? How do you identify details? What is informative writing?
30.5 Water	What does the -al pattern sound like? What words have -al in them? What does the - au pattern sound like? What words have the -au pattern? What does the -aw pattern sound like? What words have the -aw pattern? What is an abbreviation? What is a contraction? What is slang? Why is water important? What are some ways that you can conserve water? What is formal language? What is informal language? What is a cliche? What does specific mean? What is a hesitation? What is nonfiction? What is the main idea? What are details? How do you identify details? What is informative writing?

Module Video Questions:

When a student watches a video take time to ask them questions about what they watched. Suggested questions for the videos in this module are listed here. Suggestion: Have the student watch the entire video first all the way through. Then have them watch the video a second time, as they watch it pause the video and ask the questions.

Lesson Title	Video	Question
30.4 Water	Identifying Details	What are supporting details? How do you identify the supporting details?

Module Suggested Read Aloud Books:

Take time to read to your student or have them read aloud to you. Read a different book each day. While reading the book point out concepts being taught. You may purchase these books or find them at your local library. Suggested things to discuss while reading the book:

What is the main idea?
What are three things new you learned?
How does this book relate to what you are learning about?

#	Book	Author	Lexile Level
1	The Space Walk	Brian Biggs
2	You Are Not Small	Anna Kang	60L
3	The Case of the Missing Chalk Drawings	Richard Byrne
4	Too Much Sauce	Tony Price
5	The Runaway Lawnmower	Mary Morgan

Module Outing:

Take some time to apply what your student is learning to the real world. Suggested outings are below.

#	Outing