Module 24: Glaciers-Language Arts 3 - Course Guide

Module Overview:

In this module, learners explore glaciers through nonfiction texts and poetry. They will use text features and evidence to deepen their understanding, practice using adverbs and their synonyms and antonyms, and analyze rhyme schemes and figurative language. Learners will also revise and publish a short poem about glaciers while developing cursive writing and reading fluency.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	24.1 Glaciers	timer Language Arts Notebook highlighters (assorted colors)
2	24.2 Glaciers	Language Arts Notebook;
3	24.3 Glaciers	timer Language Arts Notebook
4	24.4 Glaciers	Language Arts Notebook;
5	24.5 Glaciers	Language Arts Notebook;

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	24.1 Glaciers	Use context clues to find the definitions of vocabulary words. Explain how text features are used to support nonfiction text. Define adverb. Explain what a free verse poem is.
2	24.2 Glaciers	Use text features in a nonfiction text. Use a thesaurus to identify synonyms of adverbs. Demonstrate proper letter formation of uppercase cursive letters S and G. Classify rhyme schemes and construct a poem using a rhyme scheme.
3	24.3 Glaciers	Use a thesaurus to find antonyms for adverbs. Determine what you learned while reading a nonfiction text. Revise an essay by identifying and changing adverbs. Revise poems written about glaciers.
4	24.4 Glaciers	Cite evidence from text features to answer comprehension questions. Identify antonyms of adverbs in sentences. Analyze and explain editing choices to improve writing. Demonstrate proper letter formation of uppercase cursive letters S and G.
5	24.5 Glaciers	Analyze the use of text features in a nonfiction text. Revise a paragraph for adverb use. Demonstrate fluency by reading grade-level text. Create a published short poem that uses figurative language.

Module Key Words:

Key Words	Spelling Words	Vocabulary Words
context clues fluency graphic organizer text features adverb free verse poem figurative language rough draft rhyme scheme thesaurus synonym antonym revise edit publish	Review Week	passage glacier glide melt distant drift

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	24.1 Glaciers	Free verse poetry is a wonderful way for third graders to explore language without worrying about strict rules or rhyming patterns. Learning Coaches can support learners by encouraging them to observe the world closely and describe what they notice using strong, clear words. Encourage your learner to focus on sensory details. Remind them that each line can be as long or as short as they want, and that it’s okay to experiment with spacing, rhythm, and repetition. Reading a few short poems together can also spark ideas. Most importantly, celebrate their creativity! Free verse is about expression, not perfection, so let your learner play with words and enjoy the process of finding their own poetic voice.
2	24.2 Glaciers	Learning Coaches can help third graders become stronger writers by teaching them how to use a thesaurus. Start by showing your learner that a thesaurus is a tool for finding words that have similar meanings, called synonyms. When your learner writes a sentence or a story, encourage them to pick one word they use a lot, like happy, big, or said, and look it up in the thesaurus. Together, read the list of alternatives and talk about which word fits the sentence best. Remind your learner that some synonyms have different shades of meaning, so it’s important to choose carefully. You can also play fun games, like seeing how many different ways you can say run or look, to make learning interactive. Using a thesaurus helps children expand their vocabulary, make their writing more interesting, and express their ideas more confidently.
3	24.3 Glaciers	To help your learner understand how words are related, point out or highlight words that share a base or root, but change slightly when used as different parts of speech. For example, the word glacier is a noun, but by changing the end of the word, you can make the adjective glacial. Likewise, passage is a noun, but removing the suffix -age makes the verb pass. Show your learner how these word families share a common meaning, even though their endings and parts of speech are different. Learning Coaches can also point out multiple meanings and figurative meanings for words. Practicing with familiar examples helps learners see patterns, build vocabulary, and better understand what they read.
4	24.4 Glaciers	You can help your learner review the au, al, and aw spelling patterns by showing them how these letter groups often make the same /aw/ sound. For example, au appears in the beginning or middle of syllables, while aw is often found at the end of syllables or before the letters n or l. The pattern al also makes this sound in words such as talk and chalk. You can also sort words into groups so your learner can see how the patterns repeat. If your learner has mastered the basics, have them generate multisyllabic words that follow the pattern. Practicing these patterns helps students become stronger, more confident spellers.
5	24.5 Glaciers	Learning Coaches can help students write figurative language by encouraging them to use words that paint a picture in the reader’s mind. Start by talking about familiar types of figurative language that are original. For example, instead of saying that a person is as tall as a building, learners can say that a person was so tall that they had to bend over when a plane flew by. Your learner can review and generate creative examples of simile, hyperbole, personification, and imagery. When reading together, pause to notice figurative language, and ask your learner what image or feeling the language creates. Encourage your learner to try writing their own examples of figurative language by choosing an everyday object and describing it in a fun or imaginative way. Practicing these simple techniques builds creativity and makes writing more exciting.

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 Glaciers	How do text features help us understand a nonfiction text?
24.2 Glaciers	How can a rhyme scheme help us create a poem?
24.3 Glaciers	How can we use adverbs to make our writing more precise?
24.4 Glaciers	How can we use evidence from text features to answer questions?
24.5 Glaciers	How can figurative language make a poem about glaciers more interesting?

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	Glacier Adventure (The Magic School Bus Rides Again: Scholastic Reader Level 2)	Samantha Brooke	580L
2	Icebergs & Glaciers	Seymour Simon	940L
3	Glacier on the Move	Elizabeth Rusch	610L
4	Icebergs, Ice Caps, and Glaciers	Allan Fowler

Module Outing:

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

#	Outing