Module 20: Soft c, soft g, dge- Language Arts 1 - Course Guide

Module Overview:

In this module, students will learn to identify the sounds of soft c, soft g, and -dge and read words containing these patterns. They will name the vowel sound or middle phoneme in these words, break them into segments, and practice changing them by substituting sounds to make new words. Students will recognize high-frequency words and use context clues to understand new vocabulary. They will also work on comprehension skills by using text features to predict what a text will be about, interpreting pictures from stories, and reading sentences and decodable books with fluency. In grammar, students will identify and categorize nouns, adjectives, and verbs. For writing, they will revise, edit, and complete an informative paragraph by adding a closing sentence, and then create a published document. By the end of the module, students will connect their reading, writing, and grammar skills to show understanding and share ideas clearly.

Module Materials:

Lesson # Lesson Title Material(s)
1 20.1 Soft c, Soft g, dge Sound Notebook
Spelling Notebook
Handwriting Notebook
Journal Notebook
Words of the Week Notebook
scissors
glue
crayons or colored pencils (assorted colors)
2 20.2 Soft c, Soft g, dge Spelling Notebook
Journal Notebook
cookie sheet
magnetic letters
3 20.3 Soft c, Soft g, dge Spelling Notebook
Journal Notebook
modeling clay
crayons or colored pencils (assorted colors)
markers
scissors
glue
Handwriting Notebook
highlighter (assorted colors)
4 20.4 Soft c, Soft g, dge Spelling Notebook
crayons or colored pencils (assorted colors)
Journal Notebook
5 20.5 Soft c, Soft g, dge Handwriting Notebook
Spelling Notebook
Journal Notebook
yellow highlighter
blue highlighter
green highlighter

Module Objectives:

Lesson # Lesson Title Objective(s)
1 20.1 Soft c, Soft g, dge
  1. Identify soft c, soft g, -dge and tell the sound.
  2. Use text features to predict what a text will be about.
  3. Create a closing sentence for an informative paragraph.
  4. Use context clues to determine the meaning of new vocabulary words.
2 20.2 Soft c, Soft g, dge
  1. Name the middle phoneme or vowel sound in a soft c, soft g, or -dge word.
  2. Recognize and read words containing soft c, soft g, or -dge.
  3. Identify nouns and adjectives.
  4. Recognize high-frequency words.
  5. Revise an informative paragraph.
3 20.3 Soft c, Soft g, dge
  1. Revise and edit an informative paragraph.
  2. Name the segments of soft c, soft g, and -dge words with 2 or 3 phonemes.
  3. Interpret a picture from a story and describe what is happening.
  4. Categorize nouns, adjectives, and verbs.
4 20.4 Soft c, Soft g, dge
  1. Modify a word by adding a sound to the end of a word, making a new word.
  2. Modify a word by deleting a sound at the end of a word, making a new word.
  3. Categorize fact and opinion statements.
5 20.5 Soft c, Soft g, dge
  1. Modify a word by substituting a sound at the end of a word, making a new word.
  2. Read and show comprehension of simple sentences containing soft c, soft g, -dge words.
  3. Create a published document of an informative paragraph.
  4. Show fluent reading by reading a Decodable Book.

Module Key Words:

Key Words Words of the Week Spelling Words Vocabulary Words
phonemes /s/ /j/
graphemes c
ge
dge
fact
opinion
phonemes /s/ and /j/
graphemes ci,cy,ce,ge,dge
nouns
adjectives
-ge
-dge
verbs
graphemes c, ge, dge
phonemes: /s/ /j/
delete
phonemes: /s/, /j/
graphemes: c, ge, dge
modify
 from
of
walk
keep
friend
 nice
cent
city
age
wage
gel
gem
edge
ledge
wedge
 ache
bolts
champion
knob
pattern

Module Assignments:

Lesson # Lesson Title Page # Assignment Title

Learning Coach Notes:

Lesson # Lesson Title Notes
1 20.1 Soft c, Soft g, dge This lesson introduces some of the spelling patterns that will help students read and write the soft <em>c</em> and soft <em>g</em> sounds. However, your learner may not be ready to decode the words yet. These patterns are not as intuitive as previous patterns, so this lesson provides explicit instruction about the patterns before students are asked to decode them. To prepare your learner for the rest of this module, ensure, by the end of this lesson, that they can identify the /k/, /s/, /g/, and /j/ sounds in words.
2 20.2 Soft c, Soft g, dge To reinforce the soft <em>c</em> patterns, give your learner more practice looking at the letter behind the <em>c</em> to evaluate whether it makes the /k/ sound or the /s/ sound. Much like the soft <em>c</em> sound, the soft <em>g</em> is usually followed by <em>e</em>, <em>i</em>, or <em>y</em>. You can reinforce <em>–ge </em> and <em>–dge</em> endings by writing the letter combinations on paper and asking your learner to add a vowel before the letters and practice reading it. (For example, How would you say <em>age</em>? What about <em>adge</em>? Let’s add another letter in front of the vowel and read the word.)
3 20.3 Soft c, Soft g, dge This lesson may prove challenging for students because there are many factors at play in reading and spelling the words. You can encourage your learner to talk through their thoughts. Reinforce that they should look for vowel sounds and not vowels. Pointing out unusual spellings and exceptions to spelling rules can also provide explicit reinforcement.
4 20.4 Soft c, Soft g, dge In this lesson, students will add and delete final sounds in words to create new words. If your learner struggles, pay attention to how they process the directions. Are they having trouble hearing each phoneme? You can write the words on small pieces of paper, keeping graphemes like <em>-dge</em> together, to help your learner visualize the additions and deletions.
5 20.5 Soft c, Soft g, dge If your learner finds it hard to decode these patterns when they are all put together, encourage them to decode just soft <em>c</em> sounds and then just soft <em>g</em>. Once they are comfortable decoding both sounds, mix the sounds together and encourage your learner to talk through how they are decoding the words. Practicing building words by adding letters to the beginning of edge or ice can help reinforce this pattern.

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

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 City Mouse - Country Mouse John Wallner AD500L
2 The Giant Jam Sandwich John Vernon Lord NP
3 One Cent, Two Cents, Old Cent, New Cent: All About Money Bonnie Worth 620L
4 George and Martha James Marshall 500L
5 Hedgie's Surprise Jan Brett AD670L

Module Outing:

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

# Outing
1 Visit a city near you and talk about the difference between the city and the country, or the city and where your student lives.