Module 31: Hidden Clues-Language Arts 2 - Course Guide

Module Overview:

This module builds students’ literacy skills through phonics, vocabulary, reading, and writing with a focus on mystery texts. Students will identify and recognize words with -a(l), -au, and -aw spellings and high-frequency words such as always, auto, and wash, while using context clues to support comprehension and deepen vocabulary understanding. They will also explore common root words and how endings change word meaning and function. In writing, students will plan, draft, revise, edit, and publish a mystery story, applying grade-level conventions and sentence structure. Students will strengthen fluency through reading grade-level texts and develop handwriting skills by practicing cursive uppercase letters D and L, resulting in a cohesive learning experience that supports confident and effective readers and writers.

Module Materials:

Lesson # Lesson Title Material(s)
1 31.1 Hidden Clues note cards or pieces of paper;
2 31.2 Hidden Clues Writing Notebook
Handwriting Notebook
3 31.3 Hidden Clues None
4 31.4 Hidden Clues pipe cleaners (chenille stems) (optional)
wax craft sticks (optional)
highlighters (assorted colors)
5 31.5 Hidden Clues None

Module Objectives:

Lesson # Lesson Title Objective(s)
1 31.1 Hidden Clues
  1. Identify words with -a(l), -au, -aw.
  2. Identify high-frequency words: always, auto, wash.
  3. Use context clues for the meaning of new vocabulary words.
  4. Identify common root words/bases.
2 31.2 Hidden Clues
  1. Identify context clues to support comprehension.
  2. Construct a rough draft of a mystery story.
  3. Demonstrate proper letter formation of cursive uppercase D and L.
  4. Understand how endings change the job of a base word.
3 31.3 Hidden Clues
  1. Recognize words with -a(l), -au, and -aw spellings.
  2. Recognize high-frequency words: always, auto, wash.
  3. Recognize context clues to support comprehension.
  4. Revise a mystery story.
4 31.4 Hidden Clues
  1. Use context clues to support comprehension.
  2. Demonstrate understanding of conventions by editing a mystery story.
  3. Demonstrate proper letter formation of cursive uppercase D and L.
  4. Create a word list using common roots/bases and parts of speech.
5 31.5 Hidden Clues
  1. Use context clues to support comprehension.
  2. Demonstrate fluency when reading grade-level text.
  3. Create a published mystery story.
  4. Create sentences using common roots/bases and parts of speech.

Module Key Words:

Key Words Words of the Week Spelling Words Vocabulary Words
context clues
fluency
graphic organizer
shades of meaning
root words
bases
mystery
rough draft
fantasy
infer
revise
root word
base
edit
publish
 always
auto
wash
 talk
walk
chart
August
fault
launch
draw
applause
awkward
awful
 clue
mystery
detective
suspect
motive

Module Assignments:

Lesson # Lesson Title Page # Assignment Title

Learning Coach Notes:

Lesson # Lesson Title Notes
1 31.1 Hidden Clues Today, students will be learning words with –a(l), -au, and –aw spellings. They will also use context clues to determine the meaning of new vocabulary words and use shades of meaning to classify words. You can help your learner with this concept by giving them an adjective or verb and having them come up with words with similar meanings. Students will also plan a mystery story. You can read mysteries with your learner to help them see patterns in the stories.
2 31.2 Hidden Clues Today, students will continue working on words with -au, -aw, and -a(l) spellings. They will also use context clues to help their comprehension. If your learner is struggling with this skill, try to find unfamiliar words in books they are reading and practice finding and using clues from sentences around the word to determine the meaning of the unknown word. Students will also continue to practice forming cursive letters. Encourage your learner to use cursive when writing to practice this skill.
3 31.3 Hidden Clues Today, students will continue learning about words with the -au, -aw, and -a(l) spelling patterns. They will also continue using context clues to help with comprehension and using shades of meaning to classify words. You can help your learner with this skill by saying a word and having them say words that are stronger or weaker in meaning than that word. For example, you can say hot, and your learner might come up with warm and blazing.
4 31.4 Hidden Clues Students will continue reading and spelling words with the -a(l), -au, and -aw spelling patterns, and they will use context clues to help them comprehend what they are reading. Today, students will edit their mystery story. Make sure your learner uses the things they have learned about punctuation and language conventions to fix mistakes.
5 31.5 Hidden Clues Students will finish learning about words with the -a(l), -au, and -aw spelling patterns and will publish their mystery stories today. Students will also continue to practice changing parts of speech by adding suffixes to base words.

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
31.1 Hidden Clues
  1. What are context clues?
31.2 Hidden Clues
  1. What is included in a mystery?
31.3 Hidden Clues
  1. How do context clues help you learn the meaning of new words?
31.4 Hidden Clues
  1. What reference book can you use to look up the spelling of words when you are editing your writing?

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 Whodunit Detective Agency Martin Widmark
2 Tuff Fluff: The Case of Duckie’s Missing Brain Scott Nash
3 The Seven Treasure Hunts Steven Kellogg

Module Outing:

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

# Outing
1 Students could visit a local library or historical site and participate in a simple “mystery hunt,” where they search for clues, examine details, and solve a problem using evidence—just like characters in a mystery story. A children’s museum or science center is another great option, as many offer hands-on exhibits that encourage observation, questioning, and problem-solving, which mirror the skills used in reading and writing mysteries. You could also arrange a visit from a community helper, such as a police officer or detective, to talk about how they gather clues and solve cases, helping students make real-world connections to the elements of mystery stories. After the outing, students can use what they learned about clues, evidence, and problem-solving to strengthen their own mystery writing.