Module 2: Family Fun-Language Arts 2 - Course Guide

Module Overview:

In this module, learners explore how stories and sentences work together to share ideas. They’ll learn to find the subject and predicate in sentences, use context clues to understand new words, and notice how characters change throughout a story. Learners will also plan, draft, and publish their own narrative, practicing spelling patterns, handwriting, and editing skills along the way.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	2.1 Family Fun	None
2	2.2 Family Fun	modeling clay cookie sheet Writing Notebook Handwriting Notebook Graphic Organizer From Lesson: 2.1 Family Fun
3	2.3 Family Fun	note cards or pieces of paper Writing Notebook
4	2.4 Family Fun	shaving cream (optional) tray (optional) watercolor paint (optional) paintbrush (optional) highlighters (assorted colors) Handwriting Notebook
5	2.5 Family Fun	None

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	2.1 Family Fun	Identify the subject and predicate of sentences. Use context clues for the meaning of new vocabulary words. Use a graphic organizer to plan a narrative text. Recognize how characters change in a story.
2	2.2 Family Fun	Classify words with s at the end of a word that make the /z/ sound. Identify and review c, k, and ck spelling patterns. Recognize high-frequency words: these, those, use. Construct a rough draft of a narrative text. Demonstrate the correct letter formation of Dd,Ee,Ff.
3	2.3 Family Fun	Distinguish words with s at the end of them that make the /z/ sound. Identify the subject and predicate of sentences. Distinguish shades of meaning in vocabulary words. Revise a narrative text.
4	2.4 Family Fun	Recognize words with s at the end of them that makes the /z/ sound. Identify the subject and predicate of sentences. Demonstrate understanding of conventions by editing a narrative text. Recall how characters change in a story.
5	2.5 Family Fun	Revise the subject and predicate of sentences Create a published narrative text. Demonstrate fluency when reading grade level text. Cite evidence to describe how characters change in a story.

Module Key Words:

Key Words	Words of the Week	Spelling Words	Vocabulary Words
context clues subject predicate character character traits graphic organizer fluency rough draft revise edit publish	these those use	black stick is his has hugs dogs ends fans pens	sudden peeking searching curious cooperate

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	2.1 Family Fun	If your learner struggles to break syllables, it may be helpful to show them how to put their hand under their chin. Model for them that their chin bumps their hand when they open their mouth to make a vowel sound. While many students will be able to understand how to pronounce the final -s by following speech patterns that they can hear, it may be necessary to provide more practice with identifying voiced and unvoiced sounds at the end of the base word. Pictures and directions show how to do this in the Phonemic Awareness section. Feeling the difference between saying /p/ and /b/can help. If your learner is a reluctant story writer, guide them with questions: Who can the story be about? What kind of problem could they have? How could they try to solve the problem?
2	2.2 Family Fun	If your learner struggles to distinguish between voiced and unvoiced sounds, have them hold a piece of paper in front of their mouth and say the /p/ and /b/ sounds. They should notice that they blow on the paper with the /p/ sound. When they blow on the paper, the sound is unvoiced. Then, have your learner feel their throat and repeat the sounds. The /b/ sound vibrates their throat, making it an voiced sound. For the writing assignment, remind your learner that they’ve already done the tough work, thinking of the ideas. For reluctant writers, it can help to break the writing into chunks and do a sentence or two at a time until they get the momentum to tell the story. They can also record themselves telling the story orally and then writing the words that they said.
3	2.3 Family Fun	When your learner is spelling ending /z/ sounds, point out that very few words in English end in the letter -z. But many words end in the /z/ sound spelled with the letter -s or the letters zz. If your learner does not want to make changes to their writing, it may be helpful to choose a sentence for them. Ask them guiding questions about details they could add. Ask them to do a 5-finger retell of their story to see if they are missing any important parts.
4	2.4 Family Fun	Students will continue to practice the final /z/ sound by looking at words that end with -s. If the -s makes the /z/ sound, have your learner use a flyswatter to smack the words that make a buzzing sound. Practice analyzing characters with your learner when watching videos or other people. Ask the same questions you would ask if they were reading: What words can you use to describe the character? What actions or behaviors does the character take part in that make you think that? How do you think the character feels? During writing, remind your learner why it is important to edit and revise writing if they feel that the process is repetitive and pointless.
5	2.5 Family Fun	For students, finding their own patterns in spelling and grammar can be much more impactful than giving them the rules. For spelling, allow your learner to categorize words that have the /z/ sound spelled with -s at the end. Then, have your child look at the letter before the final s. Allow them to realize that words that end in g, m, b, etc., cause the s to make the /z/ sound. By categorizing words and noticing patterns, your learner will see that words do not start with the ck spelling. To help your learner find patterns, you can make a chart together and have your child add words to the chart that show the patterns they find.

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
2.1 Family Fun	Can you identify words with s that make the /z/ sound?
2.2 Family Fun	Can you write a narrative text?
2.3 Family Fun	Can you describe how characters change in a story?
2.4 Family Fun	Can you identify the subject and predicate in a sentence?
2.5 Family Fun	How do you use a rubric?

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	Llama Llama Family Vacation	Anna Dewdney
2	Arthur's Family Vacation	Marc Brown

Module Outing:

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

#	Outing
1	The theme for this module is Family Fun. Go on a family adventure with your learner. This may help them get inspiration for their adventure narrative they will have to write.