Module 26: Long u: u, ew, ue- Language Arts 1 - Course Guide

Module Overview:

In this module, learners will build words with u, ew, and ue, identify their vowel sounds, and read sentences with these patterns. They will also use clues in text and pictures to understand new vocabulary, find cause and effect in informational text, and compare nonfiction passages. In writing, learners will plan and create a How-To paragraph, then revise, edit, and publish it with digital images. Along the way, they will practice capitalization of days and months and learn how to improve their writing using a rubric.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	26.1 Long u: u, ew, ue	Spelling Notebook Handwriting Notebook Journal Notebook Words of the Week Notebook scissors glue crayons or colored pencils (assorted colors)
2	26.2 Long u: u, ew, ue	Spelling Notebook Journal Notebook Handwriting Notebook blue crayon
3	26.3 Long u: u, ew, ue	Spelling Notebook Handwriting Notebook Journal Notebook cookie sheet magnetic letters
4	26.4 Long u: u, ew, ue	Spelling Notebook Journal Notebook highlighter (assorted colors)
5	26.5 Long u: u, ew, ue	Handwriting Notebook Spelling Notebook Journal Notebook yellow highlighter blue highlighter green highlighter

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	26.1 Long u: u, ew, ue	Construct words by blending 3 or 4 sounds to make a u, ew, or ue word. Identify u, ew, ue and tell the sound. Distinguish cause and effect in informational text. Use context clues to determine the meaning of new vocabulary words. Identify the structure and key parts of a how-to piece of writing.
2	26.2 Long u: u, ew, ue	Name the middle phoneme or vowel sound in a u, ew, or ue word. Recognize and read words containing u, ew, ue. Recognize that the Days of the Week and Months of the Year are proper nouns. Use text and pictures to find information in informational text. Create directions for a How-To paragraph.
3	26.3 Long u: u, ew, ue	Modify a word by adding a sound to the end of a word, making a new word. Recognize, decode, and read u, ew, ue words. Compare two different texts. Analyze a How-To paragraph to determine if it meets requirements of a rubric.
4	26.4 Long u: u, ew, ue	Modify a word by substituting a sound at the end of a word, making a new word. Modify dates and names by adding capital letters. Assess if a syllable is open or closed and identify the vowel sound made in each syllable type. Use a rubric to edit a How-To paragraph. Compare nonfiction passages on similar topics.
5	26.5 Long u: u, ew, ue	Identify rhyming words with u, ew, ue. Read and show comprehension of simple sentences containing u, ew, ue words. Create a published How-To paragraph with digital images.

Module Key Words:

Key Words	Words of the Week	Spelling Words	Vocabulary Words
phoneme /long u/ graphemes u, ew, and ue how-to cause effect phonemes /long u/ graphemes u, ew, ue graphemes u, ew, and ue decoding capitalization comparison phonemes: /long u/ /yoo/ graphemes: u, ue, ew capital substitute phoneme: /long u/ rhyming fluency	are did find we they	news threw screw blue clue crew squid thump boat day	ripe blush croak promise startle

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	26.1 Long u: u, ew, ue	Students will focus on the /long u/ sound spelled ew, ue, and u in this Module. Help your learner practice these sounds by making sure they can hear the sound in a word. As your learner moves through the module, they will also begin to recognize the spelling patterns in words. Reinforce the concept of the letters working as a team.
2	26.2 Long u: u, ew, ue	In this lesson, students will begin decoding words with the vowel teams u, ew, and ue. Share your thinking to guide your learner to draw their own conclusions about the vowel teams. They may notice that these spellings are found only in the middle or at the end of the word. Encourage your learner to listen for the long u sound in a word and identify its place in the word.
3	26.3 Long u: u, ew, ue	This lesson will focus on helping students identify where the /long u/ phoneme is in a sentence. Students would benefit from continued practice with the magnetic letters. If your learner is struggling, have them repeatedly read common words. If your learner has mastered the concept, they can work on building words with blends and different endings.
4	26.4 Long u: u, ew, ue	Phoneme substitution is the highest level of phonemic awareness. If your learner struggles with this activity, practice segmenting the phonemes in the word and naming where in the word they are. Students will be introduced to the concept of open and closed syllables because the u spelling this week occurs more commonly in words with multiple syllables than in words with one syllable.
5	26.5 Long u: u, ew, ue	If your learner finds it hard to decode these patterns when they are all put together, it may be helpful to repeat the activity in Lesson 26.3 with the magnetic alphabet and cookie sheets. Help your learner to rhyme by modeling how to break apart the onset and rime of the word and substituting the initial sounds.

Guiding Questions
Suggested Books

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
26.1 Long u: u, ew, ue	What graphemes can combine to make the long u sound?
26.2 Long u: u, ew, ue	What are proper nouns?
26.3 Long u: u, ew, ue	How do you compare texts?
26.4 Long u: u, ew, ue	How do you modify words?
26.5 Long u: u, ew, ue	How can you tell if words rhyme?

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

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	Never Let a Unicorn Wear a Tutu!	Diane Alber
2	The Fly Who Flew to Space	Lauren Sánchez	AD580L
3	Chewy Louie	Howie Schneider	AD490L
4	Blue	Laura Vaccaro Seeger
5	Edward the Emu	Sheena Knowles	NP

Module Outing:

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

#	Outing