Module 31: or, ore, oar- Language Arts 1 - Course Guide

Module Overview:

In this module, students learn to read and spell words with or, ore, and oar. They practice blending sounds, finding rhyming words, and reading sentences with fluency. Students will revise and edit their research paragraph. In reading, they use pictures and text to find key ideas and compare nonfiction books.

Module Materials:

Lesson # Lesson Title Material(s)
1 31.1 or, ore, oar Spelling Notebook
Journal Notebook
Sound Notebook
Words of the Week Notebook
scissors
glue
crayons or colored pencils (assorted colors)
highlighter (assorted colors)
2 31.2 or, ore, oar Spelling Notebook
Journal Notebook
crayons or colored pencils (assorted colors)
3 31.3 or, ore, oar Spelling Notebook
Journal Notebook
Handwriting Notebook
4 31.4 or, ore, oar Spelling Notebook
Journal Notebook
5 31.5 or, ore, oar Spelling Notebook
Handwriting Notebook
Journal Notebook
15 note cards

Module Objectives:

Lesson # Lesson Title Objective(s)
1 31.1 or, ore, oar
  1. Construct words by blending three or four sounds to make an r-controlled or, ore, oar word.
  2. Identify r-controlled or, ore, oar and tell the sound.
  3. Revise a research paragraph.
  4. Use the illustrations and details in a nonfiction text to describe its key ideas.
2 31.2 or, ore, oar
  1. Name the middle phoneme or vowel sound in an r-controlled /or/ word.
  2. Recognize and read words containing r-controlled or, ore, oar.
  3. Create compound sentences in response to prompts.
  4. Use illustrations and text to describe key ideas.
  5. Revise supporting details in a research paragraph.
3 31.3 or, ore, oar
  1. Modify a word by adding a sound to the end of the word, making a new word.
  2. Distinguish between information from pictures and information from text.
  3. Revise compound sentences by expanding them in response to prompts.
4 31.4 or, ore, oar
  1. Modify a word by substituting a sound at the end of the word, making a new word.
  2. Recognize, decode, and read r-controlled or, ore, oar words with accuracy and fluency.
  3. Revise and edit a research paragraph.
  4. Use illustrations and text to compare two nonfiction texts.
5 31.5 or, ore, oar
  1. Identify a rhyming word with r-controlled or, ore, oar.
  2. Read and show comprehension of simple sentences containing r-controlled or, ore, oar words.

Module Key Words:

Key Words Words of the Week Spelling Words Vocabulary Words
r-controlled vowel: or / oar / ore
topic sentence
key details
heart words
flash words
context clues
r-controlled vowel: or/ ore/ oar
middle sound
decode
compound sentences
pictures
information
rough draft
end sound
substitute
rhyming
final copy
research paragraph
 but
yellow
eye
child
eight
 born
cord
snort
shore
wore
more
snore
roar
board
soar
 behave
cue
rusty
transportation
glum

Module Assignments:

Lesson # Lesson Title Page # Assignment Title

Learning Coach Notes:

Lesson # Lesson Title Notes
1 31.1 or, ore, oar In this lesson, students will be introduced to the r-controlled vowel or spelled or, ore, oar. Students will practice blending sounds together to create /or/ words. A fun way to extend this practice with your learner is by giving them some modeling clay. Have them roll three or four small balls of clay and squish each one as they make the sounds of words such as /f/ /or/ /k/. Ask your learner to blend the sounds and say the word they built, fork. Additionally, students will practice identifying words with the /or/ sound spelled with or, ore, and oar. A quick way to reinforce this skill is by writing some or, ore, and oar words on notecards or sticky notes. Ask your learner to sort the words by how the /or/ sound is spelled in the word (or, ore, or oar).
2 31.2 or, ore, oar In this lesson, students will practice identifying the middle /or/ sound in words. They will listen to words and segment the words into their phonemes. They will then identify the middle sound (/or/). You can practice this with your learner by saying aloud a word like store or core and then asking them to segment the sounds. Have your child tell what the middle vowel sound is. You can also say two words aloud and ask them which one has the middle /or/ sound. For example, say spoon and spore. Your learner would then say the word spore has the /or/ vowel sound. Students will also practice creating compound sentences from two complete sentences. Point compound sentences out in text when reading with your learner. Point out the comma and the conjunctions used in these sentences. Ask your learner if each part of the sentence is a complete thought and could stand alone.
3 31.3 or, ore, oar In this lesson, students will practice modifying /or/ words by adding an ending sound. You can continue practicing this skill by giving your learner a word or word part orally, like for. Then, ask your learner to add an end sound like /m/. Ask them to name the new word, form. Students will continue practicing combining two sentences to create a compound sentence. Students will also practice identifying facts from text and images. You can reinforce this skill by reading a nonfiction text with your learner. Ask them to identify facts they learn from the images and facts they learn from the text.
4 31.4 or, ore, oar In this lesson, students will modify words by substituting the end sound and making a new word. You can extend this practice by saying a word like port aloud to your learner. Then, ask your learner to change the end sound to another sound, for example change the /t/ to /k/. Then, ask what the new word is. Continue practicing spelling words, vocabulary words, and Words of the Week with your child. Prompt them to use these words in sentences or to point them out in written texts.
5 31.5 or, ore, oar In this lesson, students will practice identifying rhyming /or/ words. You can extend this practice with your learner by giving them two words and asking if they rhyme. For a greater challenge, give your learner a word and ask them to generate a word that rhymes. Review the spelling words, vocabulary words, and Words of the Week with your child for a final time. Additionally, ensure that your learner can read the Decodable Book fluently, with few mistakes and without having to stop to decode words often.

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
31.1 or, ore, oar
  1. What graphemes make the /or/ sound?
31.2 or, ore, oar
  1. What is a compound sentence?
31.3 or, ore, oar
  1. What is a persuasive text?
31.4 or, ore, oar
  1. What do you do when editing a rough draft?
31.5 or, ore, oar
  1. What is included in a story retell?

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 Orca Song Michael C. Armour
2 Starla's Special Shore Jim McClellan
3 Roar!: A Noisy Counting Book Pamela Duncan Edwards NP
4 Bear Snores On Karma Wilson

Module Outing:

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

# Outing