Module 16: Long i: i_e- Language Arts 1 - Course Guide

Module Overview:

In this module, learners will focus on recognizing, decoding, and reading i_e words by blending three or four sounds. They will identify the i_e spelling pattern, including the middle vowel sound, and practice building new words by adding, deleting, or substituting sounds. Learners will explore root words, prefixes, and suffixes to understand how words change meaning and form. They will use context clues to grasp vocabulary and improve comprehension. In writing, learners will practice editing their work by correcting punctuation, capitalization, and spelling. To support comprehension, learners will draw and label the beginning, middle, and end of stories. By the end of the module, learners will confidently read decodable texts containing i_e words with accuracy and fluency.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	16.1 Long i: i_e	Spelling Notebook Handwriting Notebook Journal Notebook Words of the Week Notebook Sound Notebook scissors glue crayons or colored pencils (assorted colors)
2	16.2 Long i: i_e	Journal Notebook Handwriting Notebook Spelling Notebook red crayon or marker
3	16.3 Long i: i_e	Spelling Notebook Handwriting Notebook Journal Notebook modeling clay crayons or colored pencils (assorted colors)
4	16.4 Long i: i_e	Handwriting Notebook Spelling Notebook yellow highlighter blue highlighter green highlighter red crayon or marker Journal Notebook note cards magnetic letters cookie sheet
5	16.5 Long i: i_e	Handwriting Notebook Spelling Notebook Journal Notebook modeling clay

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	16.1 Long i: i_e	Construct words by blending 3 or 4 sounds to make i_e words. Identify i_e and tell the sound. Modify text by editing punctuation, capitalization, and spelling. Use context clues to determine the meaning of vocabulary words.
2	16.2 Long i: i_e	Identify the middle phoneme or vowel sound in an i_e word. Recognize and read words containing i_e. Define root words. Use context clues to understand the story and word meanings.
3	16.3 Long i: i_e	Identify the segments of an i_e word with 2 or 3 phonemes. Recognize, decode, and read i_e words. Draw and label a picture of the beginning, middle, and end of a story. Create words using prefixes and suffixes.
4	16.4 Long i: i_e	Modify a word by adding a sound to the end of a word, making a new word. Modify a word by deleting a sound at the end of a word, making a new word. Recognize, decode, and read i_e words with accuracy and fluency. Modify their story by editing punctuation, capitalization, and spelling.
5	16.5 Long i: i_e	Modify a word by substituting a sound at the end of a word, making a new word. Read and show comprehension of simple sentences containing i_e words. Demonstrate the ability to independently read the decodable book with fluency.

Module Key Words:

Key Words	Words of the Week	Spelling Words	Vocabulary Words
consonants edit punctuation capitalization spelling vowel consonant root words middle phoneme phoneme grapheme decoding past tense present tense key details phoneme: /long i/ grapheme: long i substitution substitute initial comprehension	fly may think clean more	fine file rice hide life time flip snap raft scroll	footprints gleaming bundle loosen heap

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title
2	16.2 Long i: i_e	9	Word Work
3	16.3 Long i: i_e	8	Comprehension
4	16.4 Long i: i_e	9	Writing

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	16.1 Long i: i_e	In this module, students will continue studying the VCe pattern. In this lesson, much of the focus will be on learning to hear the difference between the long i sound, like in pile, and the short i sound, like in pill. Use the Balloon Pop activity to determine if your learner can hear the difference between the sounds before moving on in the lesson. Point out to your learner that even though they see two vowels in one syllable in this pattern, there is only one vowel sound. Note that the phoneme tiles add the “bossy e” to the consonant to reinforce the idea that the e does not make a sound.
2	16.2 Long i: i_e	If your learner struggles to distinguish short and long vowel sounds, practice saying words with just the short vowel sounds. Then, practice identifying words with just the long vowel sounds. Once your learner can identify each sound separately, mix examples of long and short vowel sounds for them to identify. While reading with your child, reinforce that the after the consonant in a vowel-consonant- word does not make a sound but that it changes the pronunciation of the vowel in the syllable.
3	16.3 Long i: i_e	If your learner is struggling to isolate phonemes, start with two-phoneme words that have sounds that are easy to hear, like ice or ate. Have the child identify the long vowel sound. Reinforce that one way to make the long vowel sound is to add an e after the consonant. As your learner’s comfort increases, build up to 3- and 4-phoneme words. If your learner finds the phoneme segmentation of VCe words very easy, you may want to verbally practice phoneme substitutions with them.
4	16.4 Long i: i_e	If your learner struggles with deleting or substituting phonemes, concentrate first on breaking the word into its individual sounds. Then, ask your learner to identify the first, middle, and last sounds. Go through these steps to teach them how to substitute sounds. Help your learner with story editing by concentrating on one element at a time. Students can become overwhelmed when faced with editing an entire story. Cover up part of the editing checklist so that your learner is looking for only one thing at a time.
5	16.5 Long i: i_e	Word-building activities with i_e words will build your learner’s confidence. If your learner needs additional practice, do the activity with basic CVCe words. Learners who have mastered the basic CVCe words can move on to words with blends, digraphs, and two syllables.<br/><br/>When reading simple sentences with decodable words, encourage your learner to read the sentence multiple times until they become fluent. This will build their confidence. Let them know that they might struggle during the first reading but that they will get better on the second and third reading.

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
16.1 Long i: i_e	What sound does i_e make?
16.2 Long i: i_e	What are root words?
16.3 Long i: i_e	How do you decode i_e words?
16.4 Long i: i_e	Can you modify a story?

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	The Bike Lesson	Stan and Jan Berenstain	300L
2	I Like Me!	Nancy Carlson	AD400L
3	Should I Share My Ice Cream?	Mo Willems	260L
4	Let's Go For A Drive	Mo Willems	310L
5	Hide and Seek Fog	Alvin Tresselt	AD740L

Module Outing:

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

#	Outing
1	Take some time to go on a bike ride, maybe to an ice cream shop depending on the weather and season. Another possibility is to go to a local ice skating rink and learn how to ice skate.