Module 17: Long o: o_e- Language Arts 1 - Course Guide

Module Overview:

Learners will focus on the o_e vowel pattern, practicing blending three or four sounds to read and build o_e words accurately and fluently. They will use context clues and pictures to understand new vocabulary and to identify the main idea and key details in fiction texts. In writing, learners will revise and rewrite their digital stories, improving clarity and detail. They will also practice modifying words by adding, deleting, or substituting sounds to form new words. Additionally, learners will learn to construct explanations that describe the main idea and important details of informational texts. By the end of this module, learners will be able to spell words correctly and read decodable texts independently with confidence.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	17.1 Long o: o_e	Spelling Notebook Handwriting Notebook Sound Book Sound Cards Journal Words of the Week Book rope note stone phone cone glue scissors
2	17.2 Long o: o_e	Spelling Notebook Handwriting Notebook Journal blue and red toy bricks scissors glue shaving cream
3	17.3 Long o: o_e	Spelling Notebook Handwriting Notebook Journal crayons or colored pencils (assorted colors) cotton swabs paint
4	17.4 Long o: o_e	Spelling Notebook Handwriting Notebook Journal a small mirror crayons or colored pencils (assorted colors)
5	17.5 Long o: o_e	Handwriting Notebook Spelling Notebook Journal phone or music-playing device

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	17.1 Long o: o_e	Identify o_e and tell the sound. Construct words by blending 3 or 4 sounds to make o_e words. Use context clues to identify the meaning of vocabulary words. Identify the main idea and details in a fiction text.
2	17.2 Long o: o_e	Identify the beginning phoneme or vowel sound in an o_e word. Recognize and read words containing o_e. Identify the key details in a story. Categorize words.
3	17.3 Long o: o_e	Identify the segments of an o_e word with 3 or 4 phonemes. Recognize, decode, and read o_e words. Interpret pictures to explain the main idea and key details of a story. Categorize words.
4	17.4 Long o: o_e	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. Revise their digital story by rewriting it.
5	17.5 Long o: o_e	Modify a word by substituting a sound at the end of a word, making a new word. Construct an explanation describing the main (central) idea and key details of an informational text. Demonstrate the ability to correctly spell words. Demonstrate the ability to independently read the Decodable Book with fluency.

Module Key Words:

Key Words	Words of the Week	Spelling Words	Vocabulary Words
phoneme: /long o/ grapheme: o_e heart words flash words context clues grapheme: o_e categorize main idea key details phoneme: /ō/ revise central idea	had open always kind there	close hope nose bone home globe plum crib splash frog	cheat bashful exclaim hatch alone

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title
2	17.2 Long o: o_e	7	Categorizing Words
3	17.3 Long o: o_e	3	Phonics
4	17.4 Long o: o_e	9	Writing

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	17.1 Long o: o_e	In this lesson, students will practice identifying the long o sound spelled with o_e. After the lesson, you can reinforce learning by having your learner blend sounds to build o_e words like rope, stone, cone, hope, and note. You can also engage your learner in a word-sorting activity by writing o_e words on cards. Mixing these cards with other /long o/ words and ask your learner to find and sort the o_e words.
2	17.2 Long o: o_e	Read words with the o_e pattern, such as rope or stone, and ask your learner to identify the beginning phoneme or vowel sound in these words. For example, in rope, learners should recognize /r/ as the beginning sound and the /long o/ as the vowel sound. Encourage your learner to recognize and read additional o_e words. If necessary, provide support to help them decode unfamiliar words with this pattern. Challenge your learner to use vocabulary words and Words of the Week in conversation. You can also practice categorizing household objects by sorting them into groups.
3	17.3 Long o: o_e	In this lesson, students will practice identifying, segmenting, and reading o_e words. Following the lesson, have your learner practice segmenting o_e words with 3 or 4 phonemes by clapping or tapping the sounds. If your learner is struggling with the Words of the Week, you can write them on the ground using chalk. Have your learner jump to the correct word as you read each one aloud. You can also read nonfiction or fiction texts together and identify the main idea and key details of the text.
4	17.4 Long o: o_e	In this lesson, your learner will focus on manipulating sounds in words. After the lesson, encourage them to modify words by adding or deleting sounds at the end to create new words. You can branch out from /long o/ words to words like cart/car or find/fine. Encourage your learner to write and revise short stories. You can help them by reading their writing aloud and asking questions like “Does this sound right?” or “How can this part sound smoother?” If your learner writes many sentences, extend this lesson by helping them identify the beginning, middle, and end of their story. Quiz your learner on their story’s setting, characters, main events, problem, and resolution.
5	17.5 Long o: o_e	In this lesson, students will practice modifying words by changing the final sound to create new words. After this lesson, encourage your learner to substitute the ending sound in words with the o_e spelling pattern to explore how one small change affects meaning. For example, try changing words like hope to hose or rope to rose. Ask your learner the difference between the word they changed and the new word they created. If your learner needs extra support, underline the o_e pattern in each word to help them focus on the modification.

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
17.1 Long o: o_e	What sound does o_e make?
17.2 Long o: o_e	How do you categorize words?
17.3 Long o: o_e	Can you identify the main idea of a story?
17.4 Long o: o_e	How can 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	When I Close My Eyes	Ty Allan Jackson
2	Maria's Marvelous Bones	Dr. Carrie Kollias
3	The Nose Book	Al Perkins	290L
4	What If You Had An Animal Nose?	Sandra Markle	710L
5	Maps and Globes	Jack Knowlton	920L
6	Butterbean Finds A Home	Laura Statuti

Module Outing:

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

#	Outing
1	This week your student will be learning how to categorize words. Take your student to the park with their Language Arts Notebook and write down what they see. Then have them put the words they wrote into categories. For example, animals, people, playground equipment could be the categories.