Module 12 Getting Creative-Language Arts 2A - Course Guide

Module Overview:

In this module, students will be learning about an afternoon with Ben and Meg. They will also identify the "ing" and "ed" endings in words, read sight words, and identify vocabulary words in context. Then, they will identify verb tense in sentences and find information about a piece of art. They will write information about a piece of art.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	12.1 Getting Creative	None
2	12.2 Getting Creative	None
3	12.3 Getting Creative	None
4	12.4 Getting Creative	None
5	12.5 Getting Creative	crayons or colored pencils (optional);

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	12.1 Getting Creative	Identify the "ed" and "ing" ending sounds in words. Read sight words. Identify vocabulary words in context. Identify tense in sentences.
2	12.2 Getting Creative	Define vocabulary words. Use sight words in sentences. Demonstrate comprehension of "Afternoon Treat." Distinguish verbs in past and present tense. Write information about a piece of art. Distinguish the sound of the "ed" ending.
3	12.3 Getting Creative	Spell words with the "ed" and "ing" ending. Read sight words. Define vocabulary words. Distinguish tense in verbs. Read a biography. Revise informational text about an artist.
4	12.4 Getting Creative	Distinguish the sounds of "ing" and "ed" in words. Use sight words in sentences. Reread to identify vocabulary words. Distinguish the tense of verbs in sentences. Edit informational text.
5	12.5 Getting Creative	Spell sight words and phonics words. Use vocabulary words in sentences. Classify verbs. Summarize text. Publish a story.

Module Key Words:

Key Words	Sight Words	Spelling Words	Vocabulary Words
Ending sounds- "ed" and "ing" verb tense past present biography	been call first green or sit those wash would	walking those would played green first saying wash wanted call	general might crowded years friendly groceries choose wallet least sign videos laugh

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title
1	12.1 Getting Creative	7	Writing
2	12.2 Getting Creative	6	Reading Comprehension
5	12.5 Getting Creative	3	Spelling Test
5	12.5 Getting Creative	4	Vocabulary
5	12.5 Getting Creative	5	Reading
5	12.5 Getting Creative	6	Reading: Fluency Check
5	12.5 Getting Creative	8	Writing

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	12.1 Getting Creative	Have your students practice spelling their spelling and sight words each day. Students should spell them correctly when they write. Use the sight word flashcards daily with your student. Mix them up, show them the words, and ask them to read the sight word. Next, do not show them the word but say the word and ask them to spell the word. As your student reads, "Afternoon Treat," have them write in their Language Arts notebook, what happened at the beginning, middle, and end of the story. During Independent Reading time, have your student read silently to themselves. Ask them questions about what they read when they are finished.
2	12.2 Getting Creative	Have your students practice spelling their spelling and sight words each day. Students should spell them correctly when they write. Use the sight word flashcards daily with your student. Mix them up, show them the words, and ask them to read the sight word. Next, do not show them the word but say the word and ask them to spell the word. In your student's Language Arts notebook, have them write for each of their vocabulary words the following: Definition for the word in their own words, illustration for the word (if possible), synonym or antonym for the word and a sentence using the word. During Independent Reading time, have your student read silently to themselves. Ask them to describe their favorite character in the story.
3	12.3 Getting Creative	Have your students practice spelling their spelling and sight words each day. Students should spell them correctly when they write. Use the sight word flashcards daily with your student. Mix them up, show them the words, and ask them to read the sight word. Next, do not show them the word but say the word and ask them to spell the word. Have your student use their spelling words to write a story in their Language Arts notebook. When your student reads their independent reading book, ask them what the problem and solution were in the story they read.
4	12.4 Getting Creative	Have your student choose five spelling words that they can illustrate and write a sentence describing their illustration in their Language Arts notebook. Have your students practice spelling their spelling and sight words each day. Students should spell them correctly when they write. Use the sight word flashcards daily with your student. Mix them up, show them the words, and ask them to read the sight word. Next, do not show them the word but say the word and ask them to spell the word. When your student reads their independent reading book, ask them to describe the setting in the story they read.
5	12.5 Getting Creative

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
12.1 Getting Creative	What sound does -ing make? What sound does -ed make? Name words with the -ing and -ed endings. How do you know a verb is in the present tense? How do you know a verb is in the past tense? What is a fact? What is an opinion?
12.2 Getting Creative	What sound does -ing make? What sound does -ed make? Name words with the -ing and -ed endings. How do you know a verb is in the present tense? How do you know a verb is in the past tense? What is a fact? What is an opinion? What is the first draft when writing?
12.3 Getting Creative	What sound does -ing make? What sound does -ed make? Name words with the -ing and -ed endings. How do you know a verb is in the present tense? How do you know a verb is in the past tense? What is a fact? What is an opinion? What does it mean to revise your writing?
12.4 Getting Creative	What sound does -ing make? What sound does -ed make? Name words with the -ing and -ed endings. How do you know a verb is in the present tense? How do you know a verb is in the past tense? What is a fact? What is an opinion? What does it mean to edit your writing?
12.5 Getting Creative	What sound does -ing make? What sound does -ed make? Name words with the -ing and -ed endings. How do you know a verb is in the present tense? How do you know a verb is in the past tense? What is a fact? What is an opinion? What does it mean to publish 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
12.1 Getting Creative	Past and Present Tense	What is the past tense of a verb? What is the present tense of a verb?

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 Giraffe That Walked to Paris	Nancy Milton
2	No Jumping on the Bed!	Ted Arnold	AD740L
3	Sunny The Snail- And Colorful Crayons	Karmen Sanda
4	Iggy Peck, Architect	Andrea Beaty	AD750L

Module Outing:

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

#	Outing
1	Take your student to a pottery studio or painting studio and participate in creating a piece of art together.