Module 33 er, est-Language Arts 1B - Course Guide

Module Overview:

In this module, students will be listening and watching for words that end in er and est, and they will be practicing their sight words (five, own, hold, their). They will read the weekly story on their own. They will work on describing the connection between two pieces of information in a text. They will practice their spelling words (cuter, longer, softer, faster, louder, cutest, longest, softest, fastest, loudest).

Module Materials:

Lesson #	Lesson Title	Material(s)
1	33.1- er and est	Independent Reading Book;
2	33.2- er and est	Flashlight Books Newspaper Magazine Independent Reading Book
3	33.3- er and est	Independent Reading Book;
4	33.4- er and est	Independent Reading Book;
5	33.5- er and est	Independent Reading Book;

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	33.1- er and est	Recognize sight words. Recognize, identify, read and spell words with er and est. Read grade-level text. Complete research paragraph and a resources page.
2	33.2- er and est	Recognize sight words. Read grade-level text with purpose, understanding and accuracy. Recognize, identify, read and spell words ending in er and est. Describe the connection between two pieces of information in a text.
3	33.3- er and est	Recognize sight words. Recognize, identify, read and spell words with er and est. Read grade-level text with purpose, understanding and accuracy. Describe the connection between two pieces of information in a text.
4	33.4- er and est	Recognize sight words. Recognize, identify, read and spell words with er and est. Read grade-level text with purpose, understanding and accuracy. Complete research paragraph and a resources page.
5	33.5- er and est	Recognize sight words. Recognize, identify, read and spell words with er and est. Read grade-level text with purpose, understanding and accuracy.

Module Key Words:

Key Words	Sight Words	Spelling Words
er and est words resource page connecting information making connections independent reading fluency	five own hold their	cuter longer softer faster louder cutest longest softest fastest loudest

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title
2	33.2- er and est	3	Sight Words
4	33.4- er and est	3	Handwriting and Spelling Practice
4	33.4- er and est	4	Story: Fast Animals
5	33.5- er and est	2	Phonics: er and est
5	33.5- er and est	5	Story, Fluency Check, and Reading Quiz: Fast Animals

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	33.1- er and est	In this lesson, your student will need to have a complete research paragraph written, revised, and edited. Your student will be adding a resource page to this paragraph. As your student reads “Fast Animals” ask them the following questions: How fast can the fastest person run? What animals can run faster than the fastest person? What is the fastest animal on land? 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 First Grader read the story they chose out loud so that you can hear errors and correct them if needed.
2	33.2- er and est	There will be no formal handwriting worksheets assigned during this semester. However, if you believe your student still needs more work or practice with handwriting, please visit the Teacher Guide for handwriting resources to implement on your own. Your student will be practicing his/her sight words today by going on a word hunt. Every time your student finds a sight word in a book, newspaper, or magazine have him/her light it up with a flashlight. During Independent Reading time have your First Grader read the story they chose out loud so that you can hear errors and correct them if needed. 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.
3	33.3- er and est	During Independent Reading time have your First Grader read the story they chose out loud so that you can hear errors and correct them if needed. 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.
4	33.4- er and est	Your student will need to have an entire research paragraph written, revised, and edited. S/he will need a final copy written for today’s writing lesson. Be sure to keep this writing assignment in a safe place. Your student will continue to work on it in later lessons. During Independent Reading time have your First Grader read the story they chose out loud so that you can hear errors and correct them if needed.
5	33.5- er and est	Don’t forget to have your student complete their independent reading log and assignment and submit it at the Independent Reading Assignment lesson dropbox. You may have to help them fill it out. Remember to submit their work for the week in the Module 33 Weekly Written Work Phonics of the Week: er, est lesson dropbox.

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
33.1- er and est	Why would -er be added to an adjective? Why would -est be added to an adjective? Use each word in a sentence: five, own, hold, their, cuter, longer, softer, faster, louder, cutest, longest, softest, fastest, loudest (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them). Spell each word: five, own, hold, their, cuter, longer, softer, faster, louder, cutest, longest, softest, fastest, loudest (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
33.2- er and est	Why would -er be added to an adjective? Why would -est be added to an adjective? Use each word in a sentence: five, own, hold, their, cuter, longer, softer, faster, louder, cutest, longest, softest, fastest, loudest (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them). Spell each word: five, own, hold, their, cuter, longer, softer, faster, louder, cutest, longest, softest, fastest, loudest (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
33.3- er and est	Why would -er be added to an adjective? Why would -est be added to an adjective? Use each word in a sentence: five, own, hold, their, cuter, longer, softer, faster, louder, cutest, longest, softest, fastest, loudest (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them). Spell each word: five, own, hold, their, cuter, longer, softer, faster, louder, cutest, longest, softest, fastest, loudest (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
33.4- er and est	Why would -er be added to an adjective? Why would -est be added to an adjective? Use each word in a sentence: five, own, hold, their, cuter, longer, softer, faster, louder, cutest, longest, softest, fastest, loudest (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them). Spell each word: five, own, hold, their, cuter, longer, softer, faster, louder, cutest, longest, softest, fastest, loudest (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
33.5- er and est	Why would -er be added to an adjective? Why would -est be added to an adjective? Use each word in a sentence: five, own, hold, their, cuter, longer, softer, faster, louder, cutest, longest, softest, fastest, loudest (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them). Spell each word: five, own, hold, their, cuter, longer, softer, faster, louder, cutest, longest, softest, fastest, loudest (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).

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
33.1- er and est	Adding -er and -est to Adjectives	What is an adjective? Why would you add -er to an adjective? Why would you add -est to an adjective?
33.3- er and est	Let's Move! Adding -er and -est to Adjectives	What is an adjective? Why would -er be added to an adjective? Why would -est be added to an adjective?

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	What's Faster Than a Speeding Cheetah?	Robert E. Wells
2	The Loudest Roar	Thomas Taylor	AD550L
3	Rot, the Cutest in the World!	Ben Clanton	AD530L
4	Build, Beaver, Build!: Life at the Longest Beaver Dam	Sandra Markle	AD660L

Module Outing:

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

#	Outing