Module 35: Voting-Language Arts 3 - Course Guide

Module Overview:

In this module, learners explore voting and how nonfiction texts organize information. They will use context clues, text evidence, and sequential or chronological order to understand what they read while studying the suffixes -ist, -ity, -ize, and -ment. Learners will also practice writing compound sentences and write, revise, and publish a persuasive paragraph.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	ELA 3: 35.1 Voting	timer Language Arts Notebook highlighters (assorted colors)
2	ELA 3: 35.2 Voting	Language Arts Notebook;
3	ELA 3: 35.3 Voting	timer Language Arts Notebook
4	ELA 3: 35.4 Voting	Language Arts Notebook highlighters (assorted colors)
5	ELA 3: 35.5 Voting	Language Arts Notebook;

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	ELA 3: 35.1 Voting	Define the suffixes -ist, -ity, -ize, and -ment in spelling words. Use context clues to find the definitions of vocabulary words. Define sequential or chronological order structure in nonfiction texts. Identify and describe compound sentences and their parts.
2	ELA 3: 35.2 Voting	Identify words with the -ist, -ity, -ize, and -ment spelling pattern. Analyze a nonfiction text for text structure. Classify and explain whether sentences are simple or compound. Construct a rough draft of a persuasive paragraph.
3	ELA 3: 35.3 Voting	Use the suffixes -ist, -ity, -ize, and -ment to form new words. Apply text structure to connect ideas in the text. Apply compound sentence structure to combine and revise sentences correctly. Revise a persuasive paragraph.
4	ELA 3: 35.4 Voting	Use suffixes to identify parts of speech. Analyze how compound sentences improve clarity and flow in writing. Demonstrate proper cursive connections to write a paragraph.
5	ELA 3: 35.5 Voting	Use -ist, -ity, -ize, and -ment to create new words. Cite evidence when answering questions about a text. Create a published version of your persuasive paragraph.

Module Key Words:

Key Words	Spelling Words	Vocabulary Words
context clue fluency graphic organizer suffix base word and root words sequential or chronological order compound sentence rough draft base and root words revise edit publish	artist pianist scientist cyclist activity humidity equality simplicity realize finalize memorize visualize movement enjoyment assignment excitement	reveal ballot candidate vote election legal

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	ELA 3: 35.1 Voting	You can help learners spell words with the suffixes -ist, -ity, -ize, and -ment by focusing on meaning and word parts. First, help your learner understand how each suffix affects a word’s part of speech and meaning. The suffix -ity creates a noun (activity). The suffix -ist creates a noun that names a person who does something (artist), while -ment creates a noun that shows an action or result (movement). The suffix -ize creates a verb and means “to make, cause” or “to become like” (realize). When learners understand the suffixes’ function and meaning, spelling becomes easier to remember. Next, encourage your learner to break words into parts by saying and writing the base word first and then adding the suffix. Talk about any spelling changes, such as dropping the <em>e</em> in <em>excite</em> to make excitement.
2	ELA 3: 35.2 Voting	To help your learner classify simple and compound sentences, use clear, structured strategies that focus on understanding complete thoughts. One helpful approach is the Clause Count Strategy, where learners ask themselves how many complete thoughts are in a sentence and whether each thought can stand alone. If there is one complete thought, the sentence is simple. If there are two complete thoughts joined by a coordinating conjunction, the sentence is compound. Another effective strategy is color-coding the clauses. Learners can highlight the first clause in one color and the second clause in another color and then circle the comma and conjunction. This makes sentence structure visible and easier to understand. These strategies encourage learners to focus on structure and explain their thinking clearly.
3	ELA 3: 35.3 Voting	You can strengthen your learner’s persuasive writing by guiding them through four simple revision steps that focus on clarity and reasoning. First, help them identify the main claim of their paragraph by asking them to state their argument in one clear sentence and checking that someone could reasonably disagree with it. Next, have them check that their supporting reasons are strong. They can ask, “Does each statement explain one clear reason that directly supports the claim rather than repeating the same idea?” Then, have them examine their evidence by asking questions such as “How do you know this?” or “Can you give an example?” to encourage your learner to provide facts, explanations, or real-life details that support each reason. Finally, review the sentence structure by reading the essay aloud together and combining short, choppy sentences into compound or complex sentences to improve flow and reduce repetition.
4	ELA 3: 35.4 Voting	You can make grammar practice fun by combining simple sentence games with word-building challenges. First, try the “Two Ideas” game by giving your learner two short sentences and asking them to combine them into a compound sentence. Then, have them explain why the conjunction they chose improves flow and shows how the ideas are connected. Next, try a story-building activity by starting a sentence at dinner and inviting your learner to finish it with a related independent clause. After practicing sentence structure, shift to vocabulary practice by having your learner sort words with the suffixes -ment and -ity into groups and discussing how each ending changes the meaning and part of speech of the base words.
5	ELA 3: 35.5 Voting	Learners can practice writing about voting by engaging in a variety of extension activities that focus on chronological order. They might write a first-person story called “A Day at the Polls,” describing the steps they take to vote and using signal words like first, next, then, and finally. Another activity is a “How to Vote” guide, where learners explain each step clearly with numbered instructions or headings. They could also research a historical voting milestone, such as women gaining the right to vote, and summarize the events in the order they happened. Learners might rewrite a scrambled paragraph about Election Day into the correct sequence or create an illustrated poster showing the steps for voting with arrows and captions. For a more personal connection, have your learner interview a family member about their first voting experience and write a chronological summary using appropriate signal words.

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: 35.1 Voting	How does chronological order help us understand information in a nonfiction text?
ELA 3: 35.2 Voting	How can text structure help us understand how ideas are connected?
ELA 3: 35.3 Voting	How can compound sentences help us combine related ideas clearly?
ELA 3: 35.4 Voting	How can suffixes help us understand how words are used in sentences?
ELA 3: 35.5 Voting	How can text evidence support the ideas in a persuasive paragraph?

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	Lillian's Right to Vote: A Celebration of the Voting Rights Act of 1965	Jonah Winter	AD1030L
2	What's the Big Deal About Elections	Ruby Shamir	NC1030L
3	Around America to Win the Vote: Two Suffragists, a Kitten, and 10,000 Miles	Mara Rockliff
4	V Is for Voting	Kate Farrell
5 Voting Sarah De Capua 920L

Module Outing:

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

#	Outing