Module 36: air, are, ear- Language Arts 1 - Course Guide

Module Overview:

In this module, students will explore the special sounds in words with air, are, and ear. They will practice blending sounds to build these words, finding the middle sound, and reading them with fluency. Students will also use context clues to figure out new vocabulary and connect words that have similar meanings, like verbs and adjectives. In writing, students will create and revise a personal narrative, practicing how to edit with correct conventions and use a rubric to reflect on their work. They will also learn how to make words by adding or changing sounds, and how to order adjectives from weakest to strongest. Finally, students will connect stories to their own experiences, show comprehension of sentences with air/are/ear words, and publish their own narrative.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	36.1 air, are, ear	Spelling Notebook Journal Notebook Sound Notebook Words of the Week Notebook scissors glue crayons or colored pencils (assorted colors)
2	36.2 air, are, ear	Journal Notebook scissors glue crayons or colored pencils (assorted colors)
3	36.3 air, are, ear	Spelling Notebook Journal Notebook cookie sheet magnetic letters modeling clay white crayon markers highlighter (assorted colors)
4	36.4 air, are, ear	Journal Notebook highlighter (assorted colors)
5	36.5 air, are, ear	Spelling Notebook Journal Notebook

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	36.1 air, are, ear	Construct words by blending 3 or 4 sounds to make an air, are, or ear word. Identify air, are, ear, and tell the sound. Use context clues to determine the meaning of new vocabulary words. Create a narrative paragraph.
2	36.2 air, are, ear	Name the middle phoneme or vowel sound in an air, are, ear word. Recognize and read words containing air, are, ear. Connect verbs with similar meanings and adjectives with similar meanings. Revise a personal narrative.
3	36.3 air, are, ear	Modify a word by adding a sound to the end of the word, making a new word. Connect personal experiences to text. Use knowledge of conventions to edit a narrative paragraph.
4	36.4 air, are, ear	Modify a word by substituting a sound at the end of the word, making a new word. Recognize, decode, and read air, are, ear words with accuracy and fluency. Analyze adjectives by putting them in order from weakest to strongest. Use a rubric to revise and reflect on writing.
5	36.5 air, are, ear	Read and show comprehension of simple sentences containing air, are, ear words. Create a published version of a personal narrative. Demonstrate fluency while reading a Decodable Book.

Module Key Words:

Key Words	Words of the Week	Spelling Words	Vocabulary Words
phoneme /air/ graphemes ear, are, air narrative graphic organizer graphemes air, are, ear phoneme: /air/ graphemes: air, are, ear decoding simple sentence connection graphemes: are, air, ear adjective substitute graphemes: are air ear rhyming fluency	don't aunt blue also brother	hair fair dairy chair stare rare scare bear pear wear	rapid startle cave crash loosen

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	36.1 air, are, ear	In this lesson, students will be introduced to the /air/ sound spelled with air, are, and ear. You can help your learner distinguish between this sound and other r-controlled vowels by saying pairs of short words like bear and fear or lair and lore. Ask your learner to choose the word with the /air/ sound.
2	36.2 air, are, ear	In this lesson, students will begin decoding words with the letter teams air, are, and ear that make the /air/ sound. Remind your learner that many of the words used in this lesson are homophones, words that are pronounced the same but have different spellings and meanings. Ask your learner to explain how they can determine the meaning of the word in context. You may also need to assist your learner with revising their personal narrative, with a focus on purpose and organization.
3	36.3 air, are, ear	In this module, decoding words may come more naturally than encoding them. Once your learner recognizes the /air/ spelling patterns, they should be able to apply strategies to add letters before and after the letter team. Most students would benefit from continued practice with the magnetic letters. If your learner is struggling, they can repeatedly read common words. On the other hand, if your learner has mastered the concept, they can work on building words with blends and different endings.
4	36.4 air, are, ear	Phoneme substitution, which students will practice today, is the highest level of phonemic awareness. If your learner struggles with the activity, have them practice segmenting the phonemes in a word and naming where in the word they are. The next step is to practice adding or deleting sounds from the word. When your learner has mastered these, they are ready to move on to phoneme substitution. Students will also order adjectives by levels of intensity. You may need to help your learner with some of the vocabulary and lead them to the correct order.
5	36.5 air, are, ear	If your learner finds it hard to decode these patterns when they are all put together, it may be helpful to repeat the activity in 36.3 with the magnetic alphabet and a cookie sheet. Help your learner break apart the onset and rime of the word and substitute the initial sounds.

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
36.1 air, are, ear	What graphemes make up the /air/ sound?
36.2 air, are, ear	What is involved in revising a narrative?
36.3 air, are, ear	What are the different types of text connections?
36.4 air, are, ear	What adjectives have similar meanings?
36.5 air, are, ear	What is involved in a story retell?

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	Happy Hair	Mechal Renee Roe	AD310L
2	Fair is Fair	Sonny Varela
3	There's a Bear on My Chair	Ross Collins

Module Outing:

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

#	Outing