Module 30: Finding Evidence-Language Arts 2 - Course Guide

Module Overview:

In this module, students will build vocabulary by recalling and demonstrating word meanings and deepen comprehension by citing text evidence in both literary and nonfiction texts to answer questions. In writing, students will use a graphic organizer to plan, draft, revise, edit, and publish an opinion piece based on the Module Story, supporting their ideas with evidence. Along the way, they will strengthen their understanding of sentence structure by identifying and forming simple and compound sentences, apply grade-level conventions, and develop handwriting skills through proper formation of cursive uppercase letters I and J, resulting in a cohesive learning experience that supports confident and effective readers and writers.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	30.1 Finding Evidence	note cards or pieces of paper;
2	30.2 Finding Evidence	Writing Notebook Handwriting Notebook
3	30.3 Finding Evidence	None
4	30.4 Finding Evidence	pipe cleaners (chenille stems) (optional) wax craft sticks (optional) highlighters (assorted colors)
5	30.5 Finding Evidence	None

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	30.1 Finding Evidence	Apply phonics concepts to read words. Identify and read high-frequency words from Modules 25–29. Demonstrate fluency by reading grade-level text. Use a graphic organizer to plan an opinion piece that answers a research question with supporting evidence.
2	30.2 Finding Evidence	Recall the meaning of vocabulary words. Classify sentences as simple or compound sentences. Construct a rough draft of an opinion piece based on the Module Story. Demonstrate proper letter formation of cursive uppercase I and J.
3	30.3 Finding Evidence	Demonstrate fluency by reading grade-level text. Cite evidence from the text to answer questions. Use simple sentences to form compound sentences. Revise an opinion piece on the Module Story.
4	30.4 Finding Evidence	Cite text evidence in nonfiction text. Use simple sentences to form compound sentences. Demonstrate understanding of conventions by editing an opinion piece. Demonstrate proper letter formation of cursive uppercase I and J.
5	30.5 Finding Evidence	Show the meaning of vocabulary words. Cite text evidence. Revise simple sentences to form compound sentences. Create a published opinion piece on the Module Story.

Module Key Words:

Key Words	Words of the Week	Vocabulary Words
context clues fluency graphic organizer syllables text evidence compound sentence simple sentence opinion rough draft revise edit syllable publish schwa	I'd don't let's rabbit seven upon begin money music before complete include would could should	caught leaned poke frown sway twitched wide-eyed arrive village island filthy uncomfortable worse groomer shiver greet crowded least include cooperate steeple content pleasant pleaded stout

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	30.1 Finding Evidence	This week students will review concepts taught in past modules, including the /oi/ sound and closed syllable words (short vowel ending with a consonant). You can support your learner by sorting words into closed or open syllables, playing games with -oi and -oy words, or searching for /oi/ words in texts. Students will also revisit vocabulary words from earlier modules. Encourage your learner to use these words in conversation, define them, or put them in sentences to strengthen understanding. In reading, students will focus on nonfiction texts and practice finding evidence to answer questions. Reading nonfiction books or articles with your learner and asking them to show answers in the text will reinforce this skill. In writing, students will work on giving opinions and giving supporting reasons from a text. Asking your learner to share their thoughts and explain their reasons with examples from reading will build their confidence and comprehension.
2	30.2 Finding Evidence	This week, students are reviewing key reading and writing skills, including closed syllables, or syllables that end in a consonant and have a short vowel sound, like sun in sunset. They’ll practice reading multisyllabic words with closed syllables. You can reinforce this with your learner by playing a simple game: Clap out the syllables in words like kitten or napkin and have your learner identify which syllables are closed. Students are also reviewing WOW words and vocabulary from past modules. Encourage your learner to use these words in conversation or explain their meanings. In reading, students are working with nonfiction texts and learning to find text evidence to support their answers. Students will also use text evidence to support their opinion in a writing piece. You can practice this by reading a nonfiction text and asking your learner an opinion question related to the topic. Have your learner find text evidence to support their opinion.
3	30.3 Finding Evidence	In today’s lesson, students will segment open and closed syllables in multisyllabic words. Students will also sort words based on their syllable types (open or closed). To support this with your learner, pick a few two-syllable words together and clap out the syllables while discussing whether each syllable is open (ends in a vowel that says its name) or closed (ends in a consonant and has a short vowel sound). Students will also practice connecting vocabulary words to real-life situations. You can ask your learner to use these words in sentences about their own experiences. In reading, students are exploring nonfiction texts to find evidence that supports their answers and opinions. To practice this skill, you might read a short nonfiction article or story together with your learner. Then, ask them to point out sentences that show important facts or reasons for an opinion.
4	30.4 Finding Evidence	In this lesson, students are building key reading and language skills. They are learning to tell the difference between long and short vowel sounds in two-syllable words. For example, robot has a long vowel in the accented syllable, while basket has a short one. At home, say two-syllable words together, clap the syllables, and decide if the vowel is long or short. You can also sort words into long and short vowel piles. Students are reviewing vocabulary to deepen word understanding. Try “vocabulary charades” at home—act out a word while the other guesses. They are also reading nonfiction texts, learning to find the main topic, identify the author’s purpose, and use text evidence. Read a nonfiction book or article together and ask, “Why did the author write this?” or “What’s the main idea?” Encourage your learner to point to the sentence that supports their answer.
5	30.5 Finding Evidence	This is the final lesson of the week and serves as a review of several important skills. Students will practice identifying long and short vowel sounds in words. A fun game to play with your learner is to sort words by whether they have open or closed syllables. This helps children hear and see the different vowel sounds. Students should also review their WOW words and vocabulary words. You can have your learner read the words aloud and use each one in a sentence. Talk about the meaning of each word as well. To make learning even more fun, try the charades activity from the lesson together, acting out the vocabulary words. Additionally, students are learning to support an opinion by finding text evidence in nonfiction reading. You can practice this skill by reading nonfiction books or articles with your learner. Encourage your child to think about why the author wrote the text.

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
30.1 Finding Evidence	What is text evidence?
30.2 Finding Evidence	What is a compound sentence?
30.3 Finding Evidence	What is included in an opinion writing piece?
30.4 Finding Evidence	How does using evidence from a text help to support an opinion?

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	Give Bees a Chance	Bethany Barton
2	Flowers Are Calling	Rita Gray

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 garden center, botanical garden, or community garden to observe pollinator plants and learn how bees and other pollinators help plants grow. During the visit, they can identify flowers that attract bees, notice features like color and shape, and discuss why pollinators are important to the environment. If possible, a guided talk or short workshop with a gardener or staff member can help students connect their observations to their research question about building pollinator gardens. Another strong option is visiting a nature center or park with flowering plants, where students can look for real-life examples of pollinators in action. After the outing, students can use their observations as evidence to support their opinion writing about whether their community should build more pollinator gardens.