Module 23: Natural Disasters-Language Arts 3 - Course Guide

Module Overview:

In this module, learners explore natural disasters and how nonfiction texts communicate important information. They will identify central ideas and key details, compare information across texts, and use adverbs to add meaning to sentences. Learners will also prepare notes, develop questions, and participate in a discussion about natural disasters while practicing spelling, cursive writing, and reading fluency.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	ELA 3: 23.1 Natural Disasters	timer Language Arts Notebook highlighters (assorted colors)
2	ELA 3: 23.2 Natural Disasters	Language Arts Notebook;
3	ELA 3: 23.3 Natural Disasters	timer Language Arts Notebook two pieces of cardboard plastic bin water plastic building blocks
4	ELA 3: 23.4 Natural Disasters	Language Arts Notebook highlighters (assorted colors)
5	ELA 3: 23.5 Natural Disasters	Language Arts Notebook;

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	ELA 3: 23.1 Natural Disasters	Identify /ul/ (-le, -al, and -el) spelling pattern words. Use context clues to find the definitions of vocabulary words. Define the main (central) idea and details of a nonfiction text. Explain the function of an adverb.
2	ELA 3: 23.2 Natural Disasters	Identify real-life connections between words and their use Identify the main (central) idea and details of a nonfiction text. Create questions appropriate for a discussion. Demonstrate proper letter formation of uppercase cursive letters T and F.
3	ELA 3: 23.3 Natural Disasters	Use spelling generalizations for the /ul/ sound. Identify the main (central) idea of a text. Compare sentences to determine how the adverb modifies meaning. Organize notes to prepare for a discussion.
4	ELA 3: 23.4 Natural Disasters	Record details in a nonfiction text to prepare for a discussion. Create sentences with adverbs. Examine notes to prepare for a discussion. Demonstrate proper letter formation of uppercase cursive letters T and F.
5	ELA 3: 23.5 Natural Disasters	Identify and reproduce the correct ending pattern in words that end in -le, -al, and -el. Compare and contrast the most important points and key details presented in two texts on the same topic. Report on natural disasters by holding a discussion. Demonstrate fluency by reading grade-level text.

Module Key Words:

Key Words	Spelling Words	Vocabulary Words
context clues fluency graphic organizer main (central) idea key details adverb modifier discussion note-taking rough draft revise edit publish	little people general wreath level possible several trouble angel tunnel natural gentleman single special usual personal travel	tsunami earthquake ordeal volcano flood warning

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	ELA 3: 23.1 Natural Disasters	Helping your learner find the main idea of a paragraph is an easy and fun way to strengthen reading skills at home! When reading together, ask your learner, “What is this paragraph mostly about?” Remind them that the main idea is the author’s big point, and the other sentences give details that support it. You can also look at the first and last sentences for clues—they often tell what the paragraph is mainly about. Encourage your learner to explain the main idea in their own words using one short sentence. A hands-on activity you can try is to write four sentences on strips of paper. Have your learner arrange them in the shape of a table or desk, with the main idea as the top and the supporting details as legs. Discussing their thinking will help you to recognize and correct any misconceptions or confusion.
2	ELA 3: 23.2 Natural Disasters	Your learner will complete an internet search to build research and critical thinking skills. You can help them choose a few clear key words to type into a kid-friendly search engine. Encourage your learner to look at the website addresses and choose pages that end with .edu, .gov, or .org, since these are usually reliable sources. Remind learners not to click on ads or pop-ups and never to share personal information online. As you read what you find together, talk about who wrote the information and whether it sounds trustworthy. Finally, help your learner summarize what they learned in their own words to check for understanding.
3	ELA 3: 23.3 Natural Disasters	Learning coaches can help learners understand and use adverbs by connecting them to everyday activities. Explain that adverbs are words that describe verbs by telling how, when, or where something happens. You can make adverbs fun by asking your learner to use adverbs to describe real-life actions: “How did you eat your breakfast?” (happily, sloppily) “Where did the dog run?” (outside, around) When you read together, point out adverbs in stories and talk about how they describe the action. If your learner struggles to recognize adverbs, work together to generate a list of useful adverbs for reference. Encouraging your learner to use adverbs in their own writing or in silly sentences helps them practice adding detail and expression to their ideas. The more your learner notices and uses adverbs, the more colorful and interesting their writing will become!
4	ELA 3: 23.4 Natural Disasters	As your learner’s vocabulary grows, they will encounter many words that originated in other languages. You can introduce your learner to Greek and Latin roots by showing how these word parts help us understand the meanings of many English words. Explain that roots are the building blocks of words—small parts that carry meaning. For example, the Latin root aqua means “water” (as in aquarium or aquatic), and the Greek root phot means “light” (as in photograph). You can make learning fun by playing word detective games. Look for words with the same root in books and on signs. Talk about what each word might mean based on its root. Make simple flashcards with roots on one side and examples on the other or draw pictures to show their meanings. By exploring just a few roots each week, your learner will begin to see connections between words, expand their vocabulary, and gain confidence in figuring out unfamiliar words on their own!
5	ELA 3: 23.5 Natural Disasters	When learners write their own informational nonfiction texts, they can better understand the reasoning behind text features authors choose to use. Work with your learner to choose a topic and generate a main idea about a complex topic. Then, have your learner list details that support the main idea. Together, analyze what they have written and decide what parts of the text are unclear or confusing. Discuss ways to make these parts clearer. Would it be appropriate to add a glossary to define high-level vocabulary? Should they use headings for longer sections so that readers can follow the text’s structure? They might want to include a map, graph, or picture to help readers understand their ideas.

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
ELA 3: 23.1 Natural Disasters	What is the main (central) idea of a text?
ELA 3: 23.2 Natural Disasters	How can you identify the main (central) idea of a text?
ELA 3: 23.3 Natural Disasters	How does an adverb modify meaning in a sentence?
ELA 3: 23.4 Natural Disasters	How do you prepare for a discussion?

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	100 Most Destructive Natural Disasters Ever	Anna Claybourne	1040L
2	Extreme Weather: Surviving Tornadoes, Sandstorms, Hailstorms, Blizzards, Hurricanes, and More! (National Geographic Kids)	Thomas M. Kostigen	1000L
3	Twister on Tuesday (Magic Tree House, No. 23)	Mary Pope Osborne	570L
4	Twisters and Other Terrible Storms: A Nonfiction Companion to Magic Tree House #23: Twister on Tuesday	Will Osborne	740L

Module Outing:

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

#	Outing