Module 21: Making Mistakes-Language Arts 3 - Course Guide

Module Overview:

In this module, learners explore how characters, settings, and actions shape a story. They will use context clues, dictionaries, thesauruses, and text evidence to make and support inferences. Learners will also study adjectives, practice spelling patterns, and write, revise, edit, and publish an opinion essay while developing cursive writing and reading fluency.

Module Materials:

Lesson # Lesson Title Material(s)
1 ELA 3: 21.1 Making Mistakes timer
Language Arts Notebook
highlighters (assorted colors)
2 ELA 3: 21.2 Making Mistakes Language Arts Notebook;
3 ELA 3: 21.3 Making Mistakes timer
Language Arts Notebook
4 ELA 3: 21.4 Making Mistakes Language Arts Notebook
highlighters (assorted colors)
5 ELA 3: 21.5 Making Mistakes Language Arts Notebook;

Module Objectives:

Lesson # Lesson Title Objective(s)
1 ELA 3: 21.1 Making Mistakes
  1. Explain V/V spelling pattern words: split vowels.
  2. Use context clues to find the definitions of vocabulary words.
  3. Use inferences to describe characters.
  4. Define adjective and modifier.
2 ELA 3: 21.2 Making Mistakes
  1. Identify real-life connections between words and their use.
  2. Infer setting elements from the text.
  3. Construct a rough draft of an opinion essay.
  4. Demonstrate proper letter formation of uppercase cursive letters I and J.
3 ELA 3: 21.3 Making Mistakes
  1. Determine the meaning of new vocabulary by using dictionary and thesaurus clues.
  2. Use details from the story to infer.
  3. Identify adjectives in a sentence.
  4. Revise an opinion essay.
4 ELA 3: 21.4 Making Mistakes
  1. Use context clues to determine which vocabulary word best completes a sentence.
  2. Cite evidence to support inferring.
  3. Analyze and justify editing choices to improve writing.
  4. Demonstrate proper letter formation of uppercase cursive letters I and J.
5 ELA 3: 21.5 Making Mistakes
  1. Determine how the actions of the character contribute to the story.
  2. Create a published version of their opinion essay.
  3. Demonstrate fluency by reading grade-level text.

Module Key Words:

Key Words Spelling Words Vocabulary Words
context clues
fluency
graphic organizer
split vowels
adjective
modifier
opinion essay
rough draft
revise
edit
publish
 fluid
poet
giant
react
violin
created
lion
poem
meows
client
science
fluently
duo
riot
going
neon
 defend
friendship
accuse
opponent
convince
confess

Module Assignments:

Lesson # Lesson Title Page # Assignment Title

Learning Coach Notes:

Lesson # Lesson Title Notes
1 ELA 3: 21.1 Making Mistakes As your learner develops critical reading skills, try these ways to support their thinking: Model your reasoning when drawing a conclusion about a text. Ask your learner questions to help them dig deeper into their thinking: “Why do you think the character did that?” “How would you feel about that happening to you?” Prompt your learner to tie conclusions and answers back to the text. Ask them to show the text evidence and explain any background knowledge they used to make an inference.
2 ELA 3: 21.2 Making Mistakes Your learner will work with multisyllabic words that follow the V/V pattern. V/V pattern words, like tiger, quiet, and poet, have two vowels that are split between syllables. You can help your third grader master these words with fun, simple activities at home. Read together and have your child clap the syllables in words to find where the vowels are divided (for example, ti-ger). Make word cards and sort them into groups by syllable count or vowel pattern. Encourage your child to look for V/V words in books, signs, and labels—like a word hunt! You can also have them write silly sentences using V/V words. These playful moments make word study engaging and build strong reading and spelling skills.
3 ELA 3: 21.3 Making Mistakes Your learner may want to glue or write a list of adjectives in their Language Arts Notebook to refer to when writing. The grammar lesson worksheet includes a list of adjectives that modify nouns to create a mood. Your learner can add to this list of useful adjectives as they think of interesting new modifiers. You can also encourage them to use a thesaurus to find synonyms of adjectives they want to use. This list will enable your learner to concentrate on the ideas they are writing about instead of needing to generate a list of adjectives each time they write.
4 ELA 3: 21.4 Making Mistakes Your learner will continue to make inferences about the characters, setting, and events of a story. The setting of a story—where and when it takes place—can influence the plot. You can talk with your learner about how the setting affects the characters’ actions or problems. For example, you might ask, “Would this story be different if it happened today?” or “How is listening to a ball game on the radio different from watching it live?” Encourage your learner to look for clues in the pictures or words that show how the setting creates challenges or helps characters solve them. You can also compare books or movies that happen in different places or times to see how the story changes. Talking about setting in this way helps learners think more deeply about how authors build stories.
5 ELA 3: 21.5 Making Mistakes Adjectives make sentences more interesting and help your learner add detail to their writing. Learning Coaches can support this skill by encouraging their learner to use describing words in everyday conversations. For example, if your learner says, “I saw a dog,” ask them to add details: “Was it a fluffy dog? Was is tiny or big?” When you read together, point out adjectives in books and talk about how they help you imagine the story better. You can also play games like “Describe It,” where you take turns describing an object without naming it while the other person guesses what it is. Talking about adjectives in fun, simple ways will help your learner to become a more creative and confident writer!

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
ELA 3: 21.1 Making Mistakes
  1. What does it mean to make an inference?
ELA 3: 21.2 Making Mistakes
  1. How can you identify the setting of a story?
ELA 3: 21.3 Making Mistakes
  1. What is an adjective?
ELA 3: 21.4 Making Mistakes
  1. What is the correct way to write the cursive letter Jj?

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 The Book of Mistakes Corinna Luyken AD520L
2 The Girl Who Never Made Mistakes Mark Pett AD520L
3 Beautiful Oops! Barney Saltzberg AD320L

Module Outing:

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

# Outing