Module 18: Long u: u_e- Language Arts 1 - Course Guide

Module Overview:

In this module, learners will focus on the u_e spelling pattern, learning to blend three or four sounds to construct and read u_e words accurately and fluently. They will identify the vowel sound in these words and practice decoding and reading them confidently. Learners will use context clues and story illustrations to understand vocabulary, main ideas, and key details. They will also categorize words by their attributes and compare and contrast characters within stories. In writing activities, learners will collect and display digital pictures to support their storytelling. They will practice modifying words by adding, deleting, or substituting sounds to create new words. Additionally, learners will work on spelling high-frequency words and demonstrate comprehension by reading simple sentences containing u_e words. By the end of the module, learners will be able to read decodable books independently and spell words correctly.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	18.1 Long u: u_e	Spelling Notebook Handwriting Notebook Journal Words of the Week Book scissors glue crayons or colored pencils (assorted colors)
2	18.2 Long u: u_e	Journal Handwriting Notebook Spelling Notebook scissors red crayon or marker glue “magic e” wand-pencil with star-shaped paper labeled <em>e</em>
3	18.3 Long u: u_e	Spelling Notebook Handwriting Notebook Journal modeling clay note cards scissors glue crayons or colored pencils (assorted colors)
4	18.4 Long u: u_e	Handwriting Notebook Spelling Notebook magnetic letters cookie sheet red crayon or marker Journal white crayon
5	18.5 Long u: u_e	Handwriting Notebook Spelling Notebook Journal yellow highlighter blue highlighter green highlighter

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	18.1 Long u: u_e	Construct words by blending 3 or 4 sounds to make u_e words. Identify the u_e spelling pattern and tell the sound. Collect and display a digital picture to illustrate a story. Use context clues to determine the meaning of tier II vocabulary words.
2	18.2 Long u: u_e	Identify the middle phoneme or vowel sound in a u_e word. Recognize and read words containing the u_e spelling pattern. Categorize words by key attributes. Use context clues to understand words or phrases in a story.
3	18.3 Long u: u_e	Identify the segments of a u_e word with 2 or 3 phonemes. Recognize, decode, and read u_e words. Read high-frequency words gave, these, around, start, number. Interpret pictures to explain the main idea and details of a story.
4	18.4 Long u: u_e	Modify a word by adding a sound to the end of the word, making a new word. Modify a word by deleting a sound at the end of the word, making a new word. Compare and contrast characters in a story.
5	18.5 Long u: u_e	Modify a word by substituting a sound at the end of the word, making a new word. Read and show comprehension of simple sentences containing u_e words. Collect and display a digital picture to write a story. Demonstrate the ability to independently read the Decodable Book with fluency. Demonstrate the ability to correctly spell words.

Module Key Words:

Key Words	Words of the Week	Spelling Words	Vocabulary Words
final blends context clues heart words flash words phoneme /long u/ grapheme: u_e key details verbs s blends decoding main ideas phoneme: /long u/ phonemes substitution substitute final digital	gave those around start number	cube cute rule duke plume use chip fact gram slid	hide creak squirm alarm fasten

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title
2	18.2 Long u: u_e	9	Key Attributes
2	18.2 Long u: u_e	10	Writing
3	18.3 Long u: u_e	3	Phonics

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	18.1 Long u: u_e	This module reviews prior CVCe patterns to reinforce the concept of the silent e that changes the vowel sound. If your learner is struggling with this concept, consider these questions: Can they distinguish between long and short vowel sounds? Continuing the activity in the introduction will help your learner learn this skill. Is your learner able to recognize the silent e in a word? When they are decoding, are they trying to make a sound for the e? If so, remind them that this e is silent but bossy. It tells the other vowel to make its long vowel sound.
2	18.2 Long u: u_e	To reinforce the concept of the silent e that changes the vowel sound, write CVC words like kit, cut, rat, on a piece of paper. Have your learner use their “magic e” wand to add the e to the end of the word and read the new word. If this is difficult for them, practice with just VC patterns, like it, ut, at. Have them add the “Magic e” and read the result. Then, they can add consonants before the vowel and create word families. If your learner needs a challenge, write ____em ute on a board or piece of paper. Encourage your learner to make all the words they can by adding one letter. Then, encourage them to add digraphs and blends. Other rimes to use are -ube, -ule, and -une.
3	18.3 Long u: u_e	If your learner is struggling with isolating phonemes, start with two phonemes, even if they are not words: -ule, -ute, -ube. Say the sounds together while finger stretching. When your child has mastered two phonemes, add a consonant to the beginning of the word. Focus on reading alone. After watching a video, ask the child “What was it about?” If they answer with a topic, like dogs or animals, ask them, “What about ____?” and help them express the main idea as a sentence.
4	18.4 Long u: u_e	Substituting phonemes is an important skill because it allows your learner to discover word families and spelling patterns. Before students can substitute phonemes, they must be able to isolate phonemes and delete phonemes. The magnetic letter activity will highlight if your learner is struggling with one of these skills. Try doing the activity orally until the child shows mastery: “Listen: /dune/ Let’s say each sound together...” If your learner has a good grasp of these concepts, encourage them to use the magnetic letters to create rhyming words and write a poem.
5	18.5 Long u: u_e	Word-building activities build confidence. If your learner is struggling, do the activity with the letter cards with the consonant and silent e sharing a card. If your learner has mastered the s blends in short vowel words, try scrambling the letters. When reading simple sentences with decodable words, encourage your learner to read the sentence multiple times until they become fluent. This will build their confidence. Let them know that it’s normal to be choppy and struggle during the first reading. They will get better on the second and third reading.

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
18.1 Long u: u_e	What sound does u_e make?
18.2 Long u: u_e	What are key attributes?
18.3 Long u: u_e	What is the main idea?
18.5 Long u: u_e	Can you substitute the sound at the end of 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	Unicorn Day	Diana Murray
2	How to Catch a Unicorn	Adam Wallace

Module Outing:

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

#	Outing