Module 18: It's in the Details-Language Arts 2 - Course Guide

Module Overview:

In this module, learners strengthen reading, writing, and language skills while exploring the events of the module story. Learners practice identifying key details by answering who, what, when, where, why, and how questions and use a digital dictionary to determine the meanings of unfamiliar vocabulary words and make real-life connections to new terms. They also develop grammar skills by identifying, classifying, and using prepositions to clarify ideas in sentences. Throughout the module, learners use a graphic organizer to plan, then move through the writing process to draft, revise, edit, and publish a newspaper article about the module story that clearly reports important details. In addition, learners build foundational literacy skills by reading grade-level text with fluency and practicing proper formation of the cursive lowercase letters h and k.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	18.1 It's in the Details	None
2	18.2 It's in the Details	modeling clay Writing Notebook Handwriting Notebook
3	18.3 It's in the Details	note cards or pieces of paper;
4	18.4 It's in the Details	shaving cream (optional) baking sheet (optional) watercolor paint (optional) paintbrush (optional) paper towel (optional) cup of water (optional) paper (optional) highlighters (assorted colors)
5	18.5 It's in the Details	None

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	18.1 It's in the Details	Use a digital dictionary to understand the meaning of vocabulary words. Demonstrate understanding of key details using who, what, when, where, why, and how questions. Identify prepositions. Use a graphic organizer to plan a newspaper article about the module story (answering who, what, when, where, why, and how questions).
2	18.2 It's in the Details	Demonstrate understanding of key details using: who, what, when, where, why, and how questions. Classify prepositions. Construct a rough draft of a newspaper article (answering who, what, when, where, why, and how questions). Demonstrate proper letter formation of cursive lowercase h and k.
3	18.3 It's in the Details	Demonstrate understanding of key details using: who, what, when, where, why, and how questions. Recognize prepositions. Revise a newspaper article about the Module Story (answering who, what, when, where, why, and how questions). Identify real life connections between vocabulary words.
4	18.4 It's in the Details	Demonstrate understanding of key details using: who, what, when, where, why, and how questions. Use prepositions. Demonstrate understanding of conventions by editing a newspaper article about the Module Story (answering who, what, when, where, why, and how questions). Demonstrate proper letter formation of lowercase cursive h and k.
5	18.5 It's in the Details	Demonstrate fluency when reading grade-level text. Demonstrate understanding of key details using: who, what, when, where, why, and how questions. Revise sentences with prepositions. Create a published newspaper article about the Module Story (answering who, what, when, where, why, and how questions).

Module Key Words:

Key Words	Words of the Week	Vocabulary Words
context clues fluency graphic organizer key details question words preposition prepositional phrase news article rough draft revise edit publish	buy call cold any many very play away birthday sleep green clean show owns grow	separate difference energy continue cause distance describe observe cycle discover classify detail discard edit effect community conclusion living march matter founding independent famous label necessary

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	18.1 It's in the Details	In this module, students will review adding the -ed and -ing endings to regular verbs. If your learner has trouble spelling the words but can hear the sounds and blend them, review short vowel CVC words with them. If your learner struggles to blend or count syllables, remind them that the -ed makes the /t/ sound in some words and keeps them one syllable. In other words, it makes the /ed/ sound as a separate syllable. Say the sounds for them so that they can hear the difference (walked: walk-/t/, dotted: dot-ted).
2	18.2 It's in the Details	This week’s writing assignment provides many opportunities for enrichment and extension. You and your learner can look at articles on kid-friendly news sites to understand the structure of news articles. Guide your learner to notice the tone of an article and point out small details like how news articles use a person’s last name after they introduce them with their full name. Ask your learner if the people who are interviewed in the article add new information or repeat information that they already know. Reluctant writers can start by filling in a sentence frame for the beginning of the article, like this:Place)- (Name of person) was (doing what?) on (date) in (place). This is because (reasons why).
3	18.3 It's in the Details	A review module is the perfect time to differentiate instruction for your learner. If your learner is having trouble recalling the meanings of the words, use flashcards to practice fluency. Encourage your learner to mark the word in a way that helps them, like breaking it into syllables or writing the phonetic spelling. If your learner has mastered the vocabulary words, they can extend their knowledge by making associations between the words. You can choose two words at random and ask your learner to find something that they have in common, whether it be part of speech, meaning, or something else.
4	18.4 It's in the Details	Model for your learner the way that you read a complex text. Preview the article, noting the vocabulary words and pronunciations. When you read aloud the first time, pause at places where your learner will most likely pause. When you have worked through the article once, think aloud to yourself to review what you learned and ask what you still don’t know. Read the article a second time, more fluently, to demonstrate how much better you understand the second time through.
5	18.5 It's in the Details	If your learner struggles to find the preposition in a sentence, have them find and highlight prepositional phrases by asking guiding questions. (Where was the cat compared to the box? Where was the road compared to the man?) You can help them break down the phrases and identify the parts (preposition + article/adjective + noun). It may also help to have a list of common prepositions in front of your learner until they become fluent in recognizing them.

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
18.1 It's in the Details	What are the parts of a newspaper article?
18.2 It's in the Details	What are some ways that you can classify your vocabulary words?
18.3 It's in the Details	What are some skills you need to help you read fluently?
18.4 It's in the Details	What are the key question words you can use when asking questions about details in a text?

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
1	Extra! Extra! Read All About It!: The Story of Newspapers	Gail Gibbons
2	Breaking News: Bear Alert	David Biedrzycki
3	What Do We Know About the News?	Sarah Wassner

Module Outing:

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

#	Outing
1	Learners may visit a local newspaper office or news station to learn how journalists research, write, and publish news stories. During the visit, learners observe how reporters gather key details and organize information using who, what, when, where, why, and how questions. This experience helps learners connect classroom writing to real-world journalism as they create their own newspaper article.