Module 5- Short e- Language Arts 1 - Course Guide
Module Overview:
In this module, learners will focus on the short /e/ sound, recognizing the letter Ee and the sound it makes. They will practice blending sounds and syllables to build and read words with the short /e/ vowel, like bed and net. Learners will also work on decoding and reading sentences containing these words. Learners will explore the parts of a paragraph and learn how to use context clues to understand new vocabulary words. They will practice identifying punctuation marks at the end of sentences and using the correct punctuation when writing. To support reading and comprehension, learners will identify rhyming words, distinguish syllables in words, and draw key details from stories. They will also develop word-building skills by modifying syllables and phonemes to create new words. By the end of the module, learners will be confident recognizing, reading, and constructing short /e/ words and understanding basic story and sentence structures.
Module Materials:
| Lesson # | Lesson Title | Material(s) |
|---|---|---|
| 1 | 5.1 Short e |
Spelling Notebook Handwriting Notebook Sound Notebook Journal Notebook Words of the Week Notebook scissors glue crayons or colored pencils (assorted colors) |
| 2 | 5.2 Short e |
Spelling Notebook Journal Notebook Handwriting Notebook note cards sticky notes |
| 3 | 5.3 Short e |
construction paper Spelling Notebook Journal Notebook Handwriting Notebook crayons or colored pencils (assorted colors) modeling clay |
| 4 | 5.4 Short e |
Spelling Notebook Journal Notebook Handwriting Notebook scissors crayons or colored pencils (assorted colors) glue note cards |
| 5 | 5.5 Short e |
Spelling Notebook Journal Notebook Handwriting Notebook |
Module Objectives:
| Lesson # | Lesson Title | Objective(s) |
|---|---|---|
| 1 | 5.1 Short e |
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| 2 | 5.2 Short e |
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| 3 | 5.3 Short e |
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| 4 | 5.4 Short e |
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| 5 | 5.5 Short e |
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Module Key Words:
| Key Words | Words of the Week | Spelling Words | Vocabulary Words |
|---|---|---|---|
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heart words flash words paragraph phoneme: Ee grapheme: Ee context clues phoneme: /e/ grapheme: e syllables end punctuation CVC words ending punctuation decode details segmenting decoding picture details |
again put her than time |
ten let lid wet men slam pen top pet rip |
hobby grip compass drowsy loosen |
Module Assignments:
| Lesson # | Lesson Title | Page # | Assignment Title |
|---|---|---|---|
| 2 | 5.2 Short e | 4 | Phonics |
| 3 | 5.3 Short e | 10 | Grammar |
| 4 | 5.4 Short e | 5 | Phonics |
Learning Coach Notes:
| Lesson # | Lesson Title | Notes |
|---|---|---|
| 1 | 5.1 Short e | In this lesson, students will practice identifying the short e sound as the initial phoneme in words. Following the lesson, you can have your learner practice identifying words that start with the short e sound, like egg, exit, end, envelope, and elephant. You can play a sorting game with your learner, giving them cards that have words or pictures of things that do and do not start with the short e sound. Then, ask your learner to sort the cards into groups: words that start with /e/ and words that do not start with /e/. Continue to practice identifying context clues for unknown words while reading with your learner. Look for synonyms or antonyms or other words or phrases in the text that are clues to what the unknown word means. Point out paragraphs in books with your learner. Read the paragraph and ask your learner to tell what it was about. |
| 2 | 5.2 Short e | In this lesson, students will practice blending syllables to make a word. Following the lesson, ask your learner to clap out single and multisyllabic words by their syllable parts. You can also write different syllables on cards and ask your learner to put them together to make multisyllabic words. For example, /rest/ /ing/ can be written on two separate cards and put together to make the word resting. Your learner will also practice adding end punctuation to sentences. Point out different types of sentences and the punctuation marks at the end of them as you read together. |
| 3 | 5.3 Short e | In this lesson, students will be reading single-syllable short e words. Practice generating rhyming words with your learner. Give your learner a word like bet. Then, ask them to produce a word that rhymes with it. Read aloud rhyming texts. Ask your learner to identify the rhyming words as you read. Nursery rhymes are a great place to start. Many other books with rhyming words are geared for beginning readers like Chicka, Chicka Boom Boom, Rhyming Dust Bunnies, or I Ain’t Gonna Paint No More. Write different types of sentences on paper and ask your learner to add end punctuation marks. |
| 4 | 5.4 Short e | In this lesson, students will practice segmenting syllables and creating words by adding a syllable. Following the lesson, you can extend your learner’s experience by having them practice breaking words apart orally and with hands-on materials. Write syllable parts on different cards. Then, have your learner put the cards together and break them apart to make new and different words—even nonsense words! You can also cut the cards in different patterns so that your learner can put them together like a puzzle and then decode the word using the syllables. Continue practicing reading and writing short e CVC words like fed, get, and beg. If your learner is struggling, remove the graphemes and model and practice orally blending the phonemes together. If your learner has mastered decoding CVC words, then try CVCC works like best. |
| 5 | 5.5 Short e | In this lesson, students will manipulate words by isolating, segmenting, and substituting syllables. Following the lesson, you can continue practicing this skill with your learner by saying a two-syllable word, like letter, and asking your child to remove a syllable or replace a syllable to make a new word. For example, ask your learner to remove the first syllable /let/ from letter and replace it with /bet/ to make better. Children’s books like Shel Silverstein’s Runny Babbit also include fun rhymes and stories with syllable and letter substitution. |
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 |
|---|---|
| 5.1 Short e |
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| 5.2 Short e |
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| 5.3 Short e |
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| 5.4 Short e |
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| 5.5 Short e |
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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 |
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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 | Benny and Penny in Just Pretend | Geoffrey Hayes | 290L |
| 2 | An Extraordinary Egg | Leo Lionni | 620L |
| 3 | The Little Red Hen | Paul Galdone | 430L |
| 4 | Red Sled | Patricia Thomas | 120L |
| 5 | Henny, Penny, Lenny, Denny, and Mike | Cynthia Rylant | AD520L |
Module Outing:
Take some time to apply what your student is learning to the real world. Suggested outings are below.
| # | Outing |
|---|---|
| 1 | The short e sound is in the word egg. Visit a farm that has chickens and eggs so your student can see how eggs are taken care of. |