Module 15 Community Leaders-Language Arts 3A - Course Guide


Module Overview:

In this module, students will be learning about the -er and -est ending in words, view their sight words, and preview our vocabulary words. They will look at biographies and autobiographies. Then, they will learn about comparative and superlative adjectives. They will be writing a biography and a journal entry. They will be practicing cursive handwriting and reading fluency.


Module Materials:

  • Pencils
  • Crayons or colored pencils
  • Notebook
  • Scissors
  • Glue
  • Highlighter
  • Markers
  • Blank paper

Module Objectives:

Lesson # Lesson Title Objective(s)
1 15.1 - Community Leaders
  1. Distinguish the sound of the <i>er</i> and <i>est</i> at the end of words.
  2. Read sight words.
  3. Read vocabulary words and definitions.
  4. Identify the characteristics of biographies and autobiographies.
  5. Distinguish comparative and superlative adjectives in sentences.
  6. Explain what a biography is.
  7. Write a descriptive paragraph.
2 15.2 - Community Leaders
  1. Spell phonics and sight words.
  2. Match vocabulary words with the correct definition.
  3. Set a purpose for reading “Working for Change.”
  4. Distinguish comparative and superlative adjectives in sentences.
  5. Plan a biography.
  6. Form the cursive letters <i>H</i> and <i>K</i>.
3 15.3 - Community Leaders
  1. Build spelling words.
  2. Match vocabulary words with the correct definition.
  3. Use quotation marks and commas to identify speech.
  4. Construct a rough draft of a biography.
  5. Apply rate, expression, and intonation when reading aloud.
4 15.4 - Community Leaders
  1. Spell phonics and sight words.
  2. Match vocabulary words with the correct definition.
  3. Demonstrate comprehension after reading.
  4. Use quotation marks and commas to identify speech.
  5. Edit and revise a peer’s biography.
  6. Form the cursive letters <i>H</i> and <i>K</i>.
5 15.5 - Community Leaders
  1. Spell phonics and sight words.
  2. Apply vocabulary words to your own writing.
  3. Edit writing for errors.
  4. Demonstrate comprehension after independent reading.
  5. Publish a biography.
  6. Summarize &quot;Working for Change.&quot;

Module Key Words:

Key Words Sight Words Spelling Words Vocabulary Words
community
leaders
biography
autobiography
comparative and superlative adjectives
journal entry
handwriting
cursive
comma
dialogue
fluency
revise
edit
independent reading
summary
together
us
use
very
wash
which
why
wish
work
would
write
your
faster
bigger
louder
shorter
wisest
kindest
hottest
strangest
respect
solution
vision
cooperation
dedicate
goal
together
which
why
would
write
your
respect
solution
vision
cooperation
dedicate
goal

Module Assignments:

Lesson # Lesson Title Page # Assignment Title
1 15.1 - Community Leaders 8 Journal Entry
2 15.2 - Community Leaders 2 Spelling
2 15.2 - Community Leaders 6 Writing
2 15.2 - Community Leaders 7 Handwriting
3 15.3 - Community Leaders 3 Vocabulary
4 15.4 - Community Leaders 2 Spelling
4 15.4 - Community Leaders 5 Grammar
4 15.4 - Community Leaders 6 Writing
4 15.4 - Community Leaders 7 Handwriting
5 15.5 - Community Leaders 2 Spelling
5 15.5 - Community Leaders 3 Reading
5 15.5 - Community Leaders 5 Writing
5 15.5 - Community Leaders 6 Independent Reading


Learning Coach Notes:

Lesson # Lesson Title Notes
1 15.1 - Community Leaders
  • Have your students practice spelling their spelling and sight words each day. Students should spell them correctly when they write. Use the sight word flashcards daily with your student. Mix them up, show them the words, and ask them to read the sight word. Next, do not show them the word but say the word and ask them to spell the word.
  • During Independent Reading time, have your student read silently to themselves. Ask them to identify the beginning, middle, and end of their story.
2 15.2 - Community Leaders
  • Have your students practice spelling their spelling and sight words each day. Students should spell them correctly when they write. Use the sight word flashcards daily with your student. Mix them up, show them the words, and ask them to read the sight word. Next, do not show them the word but say the word and ask them to spell the word.
  • 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 to describe the character traits of the main characters in the story they read.
3 15.3 - Community Leaders
  • Have your students practice spelling their spelling and sight words each day. Students should spell them correctly when they write. Use the sight word flashcards daily with your student. Mix them up, show them the words, and ask them to read the sight word. Next, do not show them the word but say the word and ask them to spell the word.
  • Have your student use their spelling words to write a story in their Language Arts notebook.
  • As your student reads "Working for Change," ask them to describe the people they learned about.
4 15.4 - Community Leaders
  • Have your student choose five spelling words that they can illustrate and write a sentence describing their illustration in their Language Arts notebook.
  • Have your students practice spelling their spelling and sight words each day. Students should spell them correctly when they write. Use the sight word flashcards daily with your student. Mix them up, show them the words, and ask them to read the sight word. Next, do not show them the word but say the word and ask them to spell the word.
5 15.5 - Community Leaders Review the spelling words with your student before they take their spelling test. Remember to have your student complete their Independent Reading Log.

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
15.1 - Community Leaders
  1. What are comparative and superlative adjectives?
  2. Name some comparative and superlative adjectives.
  3. What is a biography?
  4. What is an autobiography?
15.2 - Community Leaders
  1. What are comparative and superlative adjectives?
  2. Name some comparative and superlative adjectives.
  3. What is a biography?
  4. What is an autobiography?
15.3 - Community Leaders
  1. What are comparative and superlative adjectives?
  2. Name some comparative and superlative adjectives.
  3. What is a biography?
  4. What is an autobiography?
  5. What are quotation marks?
  6. When do you use quotation marks?
  7. What does dialogue mean?
15.4 - Community Leaders
  1. What are comparative and superlative adjectives?
  2. Name some comparative and superlative adjectives.
  3. What is a biography?
  4. What is an autobiography?
  5. What are quotation marks?
  6. When do you use quotation marks?
  7. What does dialogue mean?
15.5 - Community Leaders
  1. What are comparative and superlative adjectives?
  2. Name some comparative and superlative adjectives.
  3. What is a biography?
  4. What is an autobiography?
  5. What are quotation marks?
  6. When do you use quotation marks?
  7. What does dialogue mean?

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
15.1 - Community Leaders Comparative and Superlative adjectives
  1. What is a comparative adjective?
  2. Give examples of comparative adjectives.
  3. What is a superlative adjective?
  4. Give examples of superlative adjectives.

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 Little Leaders: Bold Women in Black History Vashti Harrison 1050L
2 Little Legends: Exceptional Men in Black History Vashti Harrison
3 The Tree Lady: The True Story of How One Tree-Loving Woman Changed a City Forever H. Joseph Hopkins 760L
4 When Ruth Bader Ginsburg Chewed 100 Sticks of Gum Mark Andrew Weakland 590L
5 When Bill Gates Memorized an Encyclopedia Mark Andrew Weakland 650L
6 When Thomas Edison Fed Someone Worms Mark Andrew Weakland 680L


Module Outing:

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

# Outing