Module 34: Long o- Language Arts K - Course Guide

Module Overview:

In this module, students will learn to recognize the /long o/ sound with the silent e spelling pattern and practice writing and spelling words that follow this pattern. They will read and use the high-frequency words where, are, all, and funny and build vocabulary, including multiple-meaning words like rode and road. Students will strengthen phonics skills by working with the blends cr, dr, fr, and gr and by decoding words in the Decodable Book with increasing fluency. In writing, they will continue their opinion project by drafting the middle of their piece and adding details based on peer questions and suggestions.

Module Materials:

Lesson # Lesson Title Material(s)
1 34.1 Long O a small mirror
colored squares
2 34.2 Long O None
3 34.3 Long O modeling clay;
4 34.4 Long O crayons or colored pencils (assorted colors)
sidewalk chalk (optional)
5 34.5 Long O a small mirror;

Module Objectives:

Lesson # Lesson Title Objective(s)
1 34.1 Long O
  1. Identify the /long o/ sound and the long o silent e spelling pattern.
  2. Recognize high-frequency words where, are, all, and funny.
  3. Identify the meaning of new vocabulary words.
  4. Demonstrate the correct formation of the long o silent e spelling pattern.
2 34.2 Long O
  1. Identify the /long o/ sound and the long o silent e spelling pattern.
  2. Identify and use the blends cr, dr, fr, and gr.
  3. Recall knowledge of letter-sound relationships to decode words with the Decodable Book.
  4. Write the middle of their opinion project.
3 34.3 Long O
  1. Identify the /long o/ sound and the long o silent e spelling pattern.
  2. Identify and use the blends cr, dr, fr, and gr.
  3. Recall knowledge of letter-sound relationships to decode words with the Decodable Book.
  4. Identify multiple-meaning words (rode and road).
4 34.4 Long O
  1. Identify the /long o/ sound and the long o silent e spelling pattern.
  2. Identify and use the blends cr, dr, fr, and gr.
  3. Use peer questions and suggestions to add details to and strengthen writing.
  4. Demonstrate the correct formation of the long o silent e spelling formation.
5 34.5 Long O
  1. Identify the /long o/ sound and the long o silent e spelling pattern.
  2. Identify and use the blends cr, dr, fr, and gr.
  3. Demonstrate their ability to correctly spell long o silent e words.
  4. Demonstrate the ability to independently read the Decodable Book with fluency.

Module Key Words:

Key Words Words of the Week Spelling Words Vocabulary Words
phoneme: /long o/
long o silent e spelling pattern
blends
suggestions
 where
are
all
funny
 bone
note
rose
hose
nose
cone
tone
robe
 cradle
spring
sink
slide

Module Assignments:

Lesson # Lesson Title Page # Assignment Title

Learning Coach Notes:

Lesson # Lesson Title Notes
1 34.1 Long O Students will learn another long vowel sound this week, the /long o/ sound. Ensure that your learner is forming this sound properly and note the sound’s location on the vowel valley so that your child sees this is the long vowel sound with the jaw dropped the most. Your learner will read a decodable book and listen to a nonfiction module story. Spend time discussing predictions before reading to activate your learner’s thinking and to foster engagement during reading.
2 34.2 Long O Students will learn r-blends today. R-blends can be difficult to pronounce, so be sure to allow extra time for your learner to experiment with their own production of the sound. Learning more blends will allow your child to read more words! Students will also continue working on the My Favorite Author Writing Project. Use the same worksheets as last week as your learner continues writing the middle of their story. Provide writing breaks as needed.
3 34.3 Long O Students will practice the long o silent e spelling pattern through listening, building words, and spelling words today. Students will learn the multiple meanings of their vocabulary words and practice comprehension skills after listening to the Module Story.
4 34.4 Long O Students will learn about peer review in writing today. It is helpful to prepare a brother, sister, or friend to be ready to read your learner’s writing so far. Encourage the reviewer to provide ideas to make the writing stronger. Sometimes, this will be in the form of questions about the writing. Supervise this process so that optimal learning can occur.
5 34.5 Long O Your learner will have a short review video before demonstrating their understanding of the concepts and skills they learned this week.

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
34.1 Long O
  1. What sound does long o make?
34.2 Long O
  1. How do you find the topic of a nonfiction text?
34.3 Long O
  1. What are multiple meaning words?
34.4 Long O
  1. How can you strengthen your writing?
34.5 Long O
  1. How do you edit 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

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 Robert the Rose Horse Joan Heilbroner 300L
2 The Nose Book Al Perkins 290
3 Give Me Back My Bones! Kim Norman
4 Ice Cream Cones For Sale! Elaine Greenstein AD690L

Module Outing:

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

# Outing