Module 25: Long e: y, ey- Language Arts 1 - Course Guide

Module Overview:

In this module, learners will explore how words work by blending sounds to build new words with y and ey, recognizing their sounds, and reading them in sentences and stories. They will also practice identifying, spelling, and reading high-frequency words, as well as building compound words by combining smaller base words. Learners will strengthen their phonics skills by segmenting, decoding, and modifying words by changing or deleting sounds to make new words. In reading, they will learn how to use clues and evidence from a text to make inferences and better understand important details, while also noticing who is telling the story. In writing, learners will move step by step through the writing process: creating a plan, drafting, revising to improve clarity, editing for conventions, and finally publishing a personal narrative. Along the way, they will analyze their writing with a rubric and build fluency by reading decodable texts independently.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	25.1 Long e: y, ey	Spelling Notebook Handwriting Notebook Sound Notebook Journal Notebook Words of the Week Notebook masking tape scissors glue crayons or colored pencils (assorted colors) Book: Danny and the Dinosaur By: Syd Hoff (optional)
2	25.2 Long e: y, ey	Spelling Notebook Journal Notebook modeling clay scissors glue
3	25.3 Long e: y, ey	Spelling Notebook Handwriting Notebook Journal Notebook cushions or pillows cornmeal baking tray scissors glue
4	25.4 Long e: y, ey	Spelling Notebook Journal Notebook
5	25.5 Long e: y, ey	Handwriting Notebook Spelling Notebook Journal Notebook

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	25.1 Long e: y, ey	Construct words by blending 3 or 4 sounds to make one y or ey word. Identify y, ey and tell the sound. Create a plan for writing a personal narrative. Use evidence from the text to infer key details to better understand a story.
2	25.2 Long e: y, ey	Identify, read, and spell high-frequency words accurately. Recognize and read words containing y, ey. Create a rough draft for a personal narrative paragraph. Construct compound words. Identify who is telling a story.
3	25.3 Long e: y, ey	Identify the segments of a y or ey word. Recognize, decode, and read y, ey words. Revise a personal narrative by analyzing ideas and adding or changing words to improve clarity and meaning. Construct compound words by combining two known base words.
4	25.4 Long e: y, ey	Modify a word by deleting a sound at the end of a word, making a new word. Make inferences by using text evidence to understand key details and draw conclusions about a nonfiction text. Use knowledge of conventions to edit a narrative.
5	25.5 Long e: y, ey	Modify a word by substituting a sound at the end of a word, making a new word. Read and show comprehension of simple sentences containing y, ey words. Demonstrate the ability to independently read the decodable book with fluency. Analyze narrative writing using a rubric. Create a published personal narrative.

Module Key Words:

Key Words	Words of the Week	Spelling Words	Vocabulary Words
phoneme: /long e/ grapheme: y and ey heart words flash words revising narrative writing key details grapheme: y and ey compound words revise storyteller	many very use long day	any very many key honey money throb mail cent see	return heap apologize complain illustrator

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	25.1 Long e: y, ey	In this lesson, your learner will construct words by blending sounds to make y and ey words. If your learner struggles with this activity, review vocabulary using flashcards and movement games, and help your child identify y and ey in words. If your learner is confident with specific sounds, focus on helping them practice other vowel sounds for greater fluency.
2	25.2 Long e: y, ey	To help your learner practice the /long e/ phoneme, you can read aloud words that end with y or ey. Ask your learner to repeat the word and identify the ending phoneme, such as the /long e/ sound in key or copy. Help your learner recognize and read words with y or ey by having them identify these words in context. Finally, have your learner construct compound words by combining familiar smaller words, like sun and flower to create sunflower.
3	25.3 Long e: y, ey	In this lesson, students will practice segmenting, decoding, and defining words that end in /long e/. Students will also review how to find key details in fictional stories and learn about the conjunctions and, but, or, so, and because. Following the lesson, you can challenge your learner to create sentences using compound words. You could also have them decode words that end in /long e/ that have three or more phonemes.
4	25.4 Long e: y, ey	You can support your learner by playing quick word games that help them hear sounds. For example, say a word like cart and then ask, “What word do we get if we take away the /t/ sound?” This helps them practice changing words by deleting sounds at the end. When reading nonfiction together, pause and ask questions like, “What clues did the author give us? What can we figure out from those clues?” This helps your learner make inferences and draw conclusions. For writing practice, encourage your learner to reread their own sentences out loud. If something sounds confusing or if they notice a missing capital letter or period, guide them to make edits so their writing is clearer and follows conventions.
5	25.5 Long e: y, ey	In this lesson, students will practice modifying words by substituting the ending sound to create new words. These words end with the / long e / sound, made with y or ey. You can help your learner practice this skill. After modifying a word that ends with the /long e/ sound, have your learner compare the original word with the new word. You can ask questions like “How many sounds are in each word? What is the first sound? What is the last sound? What is the vowel sound?”

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
25.1 Long e: y, ey	What sound do y and ey make?
25.2 Long e: y, ey	What are compound words?
25.3 Long e: y, ey	How do you revise your writing?
25.4 Long e: y, ey	How do you modify a word?
25.5 Long e: y, ey	How do you use a rubric?

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	Money, Money, Honey Bunny!	Marilyn Sadler
2	Honey Bunny Funnybunny	Marilyn Sadler	470L
3	Honey	David Ezra Stein	AD550L
4	Grumpy Monkey	Suzanne Lang	AD460L
5	The Wonky Donkey	Craig Smith	990L

Module Outing:

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

#	Outing