Module 24: Long i: y, igh, ie- Language Arts 1 - Course Guide

Module Overview:

In this module, students will focus on the long i sound spelled with y, igh, and ie by identifying these patterns, blending sounds to create words, and segmenting words into their phonemes. They will practice reading and decoding these words in simple sentences and develop fluency through independent reading of a decodable book. Students will expand vocabulary by using context clues and will cite text evidence when answering questions. They will explore plural nouns, learning when to add -s, -es, or -ies, and will identify irregular plurals while matching them with correct verbs in complete sentences. In grammar, students will compare and categorize adjectives with similar meanings. Through reading activities, they will determine an author’s purpose using titles, images, summaries, and text features, and will compare their conclusions with evidence from the text. Writing skills will be strengthened as students construct, revise, and edit sentences, applying correct grammar and vocabulary knowledge.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	24.1 Long i: y, igh, ie	Spelling Notebook Handwriting Notebook Journal Notebook Sound Notebook Words of the Week Notebook scissors glue crayons or colored pencils (assorted colors) Book: Now & Ben: The Modern Inventions of Benjamin Franklin By: Gene Barretta (optional)
2	24.2 Long i: y, igh, ie	Spelling Notebook Journal Notebook Handwriting Notebook crayons or colored pencils (assorted colors)
3	24.3 Long i: y, igh, ie	Spelling Notebook Handwriting Notebook Journal Notebook cookie sheet magnetic letters modeling clay white crayon markers
4	24.4 Long i: y, igh, ie	Handwriting Notebook Spelling Notebook red crayon or marker Journal Notebook scissors glue
5	24.5 Long i: y, igh, ie	Handwriting Notebook Spelling Notebook Journal Notebook crayons or colored pencils (assorted colors) blue highlighter yellow highlighter green highlighter

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	24.1 Long i: y, igh, ie	Construct words by blending 3 or 4 sounds to make y, igh, or ie words. Identify y, igh, and ie, and tell the sound. Recognize when to add s or es to make a plural noun. Use context clues to determine the meaning of vocabulary words. Infer the author’s purpose based on the title of a book.
2	24.2 Long i: y, igh, ie	Identify the middle phoneme or vowel sound in a y, igh, or ie word. Recognize and read words containing y, igh, ie. Compare adjectives and their meanings. Distinguish between plural nouns that end with -s, -es, or -ies. Cite evidence in text when responding to questions.
3	24.3 Long i: y, igh, ie	Identify the segments of a y, igh, or ie word with 2 or 3 phonemes. Recognize, decode, and read y, igh, ie words. Identify irregular plural nouns. Connect features in the text to determine the author’s purpose.
4	24.4 Long i: y, igh, ie	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. Categorize adjectives with similar meanings. Apply knowledge of singular and plural nouns by selecting and using matching verbs in complete sentences.
5	24.5 Long i: y, igh, ie	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 y, igh, ie words. Analyze images or summaries of text to determine the author’s purpose. Demonstrate the ability to independently read the Decodable Book with fluency. Cite evidence in a text when providing a written response to a question.

Module Key Words:

Key Words	Words of the Week	Spelling Words	Vocabulary Words
phoneme /long i/ graphemes y, igh and ie author's purpose plural nouns phonemes /long i/ graphemes y, igh, ie adjectives graphemes ie, igh and y decoding graphemes y ie igh adjective delete substitute final phoneme comprehension citing evidence	and can down the write	light might night fight pies lie tie cry dry my	restart seed caterpillar attach leader

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	24.1 Long i: y, igh, ie	In this module, students will use words with vowel teams that form the long i sound, and students will notice that the patterns that spell the /long i/ sounds make other sounds in different words. You can support your learner by encouraging them to look for word families or to think of familiar words when they decode words. (For example, you can help them use sigh to help to decode slight.)
2	24.2 Long i: y, igh, ie	In this lesson, students will begin decoding words with the vowel teams y, ie, and igh. You can share your thinking to guide your learner to draw their own conclusions about the vowel teams. For example, your learner may notice that these spellings are found only in the middle or at the end of the word. Reinforce the idea of word families to help your learner decode new words.
3	24.3 Long i: y, igh, ie	This lesson focuses on helping students identify where the /long i/ phoneme is in a word. Most students would benefit from continued practice with the magnetic letters. If your learner is struggling, have them read common words. Learners who have mastered the concept can work on building words with blends and different endings.
4	24.4 Long i: y, igh, ie	In this lesson, students will manipulate sounds in words with y, ie, and igh. The ability to add and delete sounds helps students recognize word families and to apply these strategies to unfamiliar words. Continue to reinforce finding the vowel team first before asking your learner to decode a word.
5	24.5 Long i: y, igh, ie	When reading simple sentences with decodable words, encourage your learner to read the sentence multiple times until they become fluent. Breaking the sentence into phrases for them can also help to make the task more manageable. This will build their confidence. Let your learner know that they might be choppy and struggle during the first reading, but 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
24.1 Long i: y, igh, ie	What is the author's purpose?
24.2 Long i: y, igh, ie	What sound do the letter teams: y, igh, ie make?
24.3 Long i: y, igh, ie	How do you cite evidence when answering questions?
24.4 Long i: y, igh, ie	What is persuasive writing?
24.5 Long i: y, igh, ie	How do you modify a word?

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	Night Animals	Gianna Marino	AD250L
2	Lucy's Light	Margarita Del Mazo	AD570L
3	The Berenstain Bears Get in a Fight	Stan Berenstain	AD560L

Module Outing:

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

#	Outing
1	If possible, take your learner to a local planetarium to view the night sky. Ask them what viewing the night sky has to do with the long i sound.