Module 3 Bedtime-Language Arts 2A - Course Guide

Module Overview:

In this module, students will be learning about Ben and Meg's bedtime routines. You will also listen to words with the short -i- sound, read sight words and write vocabulary words. You will identify the predicate of a sentence. You will answer questions about the story "Bedtime" and write the first draft of your paragraph explaining your bedtime routine. You will identify predicates in sentences. You will read informational text about the Sandman. You will write rhymes with your short -i- words. You will assess your reading fluency.

Module Materials:

Lesson # Lesson Title Material(s)
1 3.1 Bedtime None
2 3.2 Bedtime None
3 3.3 Bedtime None
4 3.4 Bedtime None
5 3.5 Bedtime crayons or colored pencils (optional);

Module Objectives:

Lesson # Lesson Title Objective(s)
1 3.1 Bedtime
  1. Identify the short -i- sound in words.
  2. Read sight words.
  3. Identify vocabulary words in context.
  4. Explain your bedtime routine.
  5. Identify the predicate in a sentence.
2 3.2 Bedtime
  1. Write words with the short -i- medial sound.
  2. Use vocabulary words in sentences.
  3. Demonstrate comprehension of "Bedtime."
  4. Identify predicates in sentences.
  5. Write the first draft of bedtime routine paragraph.
3 3.3 Bedtime
  1. Spell short -i- words.
  2. Read sight words.
  3. Read informational text.
  4. Distinguish subjects and predicates.
  5. Revise paragraph.
4 3.4 Bedtime
  1. Match short -i- rhymes.
  2. Write sentences with given predicate.
  3. Identify words that show order.
  4. Read a poem.
  5. Read and use sight words in sentences.
  6. Edit a paragraph.
5 3.5 Bedtime
  1. Spell sight words and phonics words.
  2. Use vocabulary words as subjects in sentences.
  3. Describe how you read.
  4. Publish your bedtime routine paragraph.

Module Key Words:

Key Words Sight Words Spelling Words Vocabulary Words
short -i-
bedtime
routine
predicate
order
 at
now
but
pretty
four
she
into
they
 kit
was
get
win
fin
ate
came
him
like
lip
 squeak
listened
each
thought
trouble
lively

Module Assignments:

Lesson # Lesson Title Page # Assignment Title
1 3.1 Bedtime 7 Grammar
1 3.1 Bedtime 8 Writing: Informational Text
2 3.2 Bedtime 5 Reading Comprehension
4 3.4 Bedtime 6 Grammar
5 3.5 Bedtime 3 Spelling Test
5 3.5 Bedtime 4 Vocabulary Test
5 3.5 Bedtime 5 Reading: Fluency Check
5 3.5 Bedtime 7 Writing

Learning Coach Notes:

Lesson # Lesson Title Notes
1 3.1 Bedtime
  • 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 “Bedtime,” 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 3.2 Bedtime
  • 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 questions about what they read when they are finished.
3 3.3 Bedtime
  • 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.
4 3.4 Bedtime
  • 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.
5 3.5 Bedtime

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
3.1 Bedtime
  1. What sound does the short i make?
  2. What words have the short i sound?
  3. What is the predicate of a sentence?
  4. What words do you use when you are putting things in order?
3.2 Bedtime
  1. What sound does the short i make?
  2. What words have the short i sound?
  3. What is the predicate of a sentence?
  4. What words do you use when you are putting things in order?
3.3 Bedtime
  1. What sound does the short i make?
  2. What words have the short i sound?
  3. What is the predicate of a sentence?
  4. What words do you use when you are putting things in order?
3.4 Bedtime
  1. What sound does the short i make?
  2. What words have the short i sound?
  3. What is the predicate of a sentence?
  4. What words do you use when you are putting things in order?
3.5 Bedtime
  1. What sound does the short i make?
  2. What words have the short i sound?
  3. What is the predicate of a sentence?
  4. What words do you use when you are putting things in order?

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 Armadilly Chili Helen Ketteman 600L
2 Big Chickens Leslie Helakoski 490L
3 How Big Is a Million? Anna Milbourne 500L
4 Pig Pigger Piggest Rick Walton 520L
5 Miss Nelson Is Missing! Harry G. Allard 340L

Module Outing:

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

# Outing