Module 23 Long o, oa, oe, ow-Language Arts 1B - Course Guide


Module Overview:

In this module students will be listening and watching for the long o sound with the letters oa, oe and ow. They will also practice their sight words (best, draw, both, light) and spelling words (boat, coat, float, toe, goes, bow, row, tow, low, slow). They will read the weekly story on their own and they will work on adjectives with similar meanings. They will learn how to write a concluding sentence in a paragraph.


Module Materials:

Lesson # Lesson Title Material(s)
1 23.1- Long o: oa, oe, ow Independent Reading Book;
2 23.2- Long o: oa, oe, ow note cards
liquid glue
plain paper
crayons
Independent Reading Book
3 23.3- Long o: oa, oe, ow balloon
Independent Reading Book
4 23.4- Long o: oa, oe, ow Independent Reading Book;
5 23.5- Long o: oa, oe, ow Independent Reading Book;

Module Objectives:

Lesson # Lesson Title Objective(s)
1 23.1- Long o: oa, oe, ow
  1. Recognize sight words.
  2. Recognize, identify, read and spell words with long o; oa, oe and ow.
  3. Read grade-level text.
  4. Write a concluding sentence for opinion paragraph.
2 23.2- Long o: oa, oe, ow
  1. Recognize sight words.
  2. Read grade-level text with purpose, understanding and accuracy.
  3. Recognize, identify, read and spell words with long o; oa, oe and ow.
  4. Recognize the differences in intensity between similar adjectives (e.g., large, gigantic).
3 23.3- Long o: oa, oe, ow
  1. Recognize sight words.
  2. Recognize, identify, read and spell words with long o; oa, oe and ow.
  3. Read grade-level text with purpose, understanding and accuracy.
  4. Recognize the differences in intensity between similar adjectives (e.g., large, gigantic).
4 23.4- Long o: oa, oe, ow
  1. Recognize sight words.
  2. Recognize, identify, read and spell words with long o; oa, oe and ow.
  3. Read grade-level text with purpose, understanding and accuracy.
  4. Write concluding sentence for opinion paragraph.
5 23.5- Long o: oa, oe, ow
  1. Recognize sight words.
  2. Recognize, identify, read and spell words with long o; oa, oe and ow.
  3. Read grade-level text with purpose, understanding and accuracy.

Module Key Words:

Key Words Sight Words Spelling Words
Long o: oa
oe
ow
opinion writing
concluding sentence
similar adjectives
and ow
oe and ow
independent reading
fluency
best
draw
both
light
boat
coat
float
toe
goes
bow
row
tow
low
slow

Module Assignments:

Lesson # Lesson Title Page # Assignment Title
2 23.2- Long o: oa, oe, ow 3 Sight Words
3 23.3- Long o: oa, oe, ow 5 Story: I Love to Draw
4 23.4- Long o: oa, oe, ow 3 Spelling and Handwriting Practice
4 23.4- Long o: oa, oe, ow 4 Story: I Love to Draw
4 23.4- Long o: oa, oe, ow 5 Writing: Concluding Sentence
5 23.5- Long o: oa, oe, ow 2 Phonics: Long o: oa, oe, and ow Word Wrap Up
5 23.5- Long o: oa, oe, ow 4 Spelling Test
5 23.5- Long o: oa, oe, ow 5 Story Fluency Check and Reading Quiz: I Love to Draw


Learning Coach Notes:

Lesson # Lesson Title Notes
1 23.1- Long o: oa, oe, ow
  • In this lesson, your student will be working on writing a concluding sentence for an opinion paragraph. S/he will need to have picked an opinion topic, web planned, and written a topic and supporting sentences for this paragraph before writing the concluding sentence. As your student begins to write, be sure to encourage him/her to do his/her best on sounding out words to spell on his/her own. You can call it "Ear Spelling." Ask your student to spell what s/he hears. Encourage him/her to take chances and spell words how they sound. It is developmentally appropriate and important for your student to sound out words on his/her own and not always spelling words correctly.
  • As your student reads “I Love to Draw” ask them the following questions: Where does the boy like to draw? What does the boy like to draw? What did the boy need? What happens at the end of the story?
2 23.2- Long o: oa, oe, ow
  • There will be no formal handwriting worksheets assigned during this semester. However, if you believe your student still needs more work or practice with handwriting, please visit the Teacher Guide for handwriting resources to implement on your own.
  • Your student will be doing crayon rubbings for sight word practice. Follow the steps below for this activity: 1. Write each of the sight words on note cards (one sight word per note card). 2. Trace over the writing with glue. 3. Let the glue dry. 4. Once the glue is completely dry, put a note card under a plain piece of paper. 5. Take a crayon and “rub” or color over the note card. 6. Watch the sight word magically appear. 7. Read the sight word. 8. Repeat steps 4-7 with all of your sight words. 9. Do each word several times for practice!
  • 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.
3 23.3- Long o: oa, oe, ow
  • Your student will practice his/her spelling words by spelling them while floating a balloon in the air.
  • When reading "I Love to Draw" in this lesson have your student write the oa, oe and ow words that make the long o sound that are in the story in their Language Arts notebook.
  • During Independent Reading time have your First Grader read the story they chose out loud so that you can hear errors and correct them if needed.
  • 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.
4 23.4- Long o: oa, oe, ow
  • In this lesson, your student will be working on a topic sentence for an opinion paragraph. S/he will need to have an opinion topic, a web plan, and topic and supporting sentences written for this paragraph before writing the concluding sentence. As your student begins to write, be sure to encourage him/her to do his/her best when sounding out words to spell on his/her own. You can call it "Ear Spelling." Ask you student to spell what s/he hears. Encourage him/her to take chances and spell words how they sound. It is developmentally appropriate and important for your student to sound out words on his/her own and not always spell words correctly.
  • During Independent Reading time have your First Grader read the story they chose out loud so that you can hear errors and correct them if needed.
5 23.5- Long o: oa, oe, ow Don’t forget to have your student complete their independent reading log and assignment and submit it at the Independent Reading Assignment lesson dropbox. You may have to help them fill it out. Remember to submit their work for the week in the Module 23 Weekly Written Work Phonics of the Week: oa, oe and ow lesson dropbox.

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
23.1- Long o: oa, oe, ow
  1. What sound does oa make?
  2. What sound does oe make?
  3. What sounds can ow make?
  4. What words have the long o sound with oa, oe and ow?
  5. Use each word in a sentence: best, draw, both, light, boat, coat, float, toe, goes, bow, row, tow, low, slow (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them).
  6. Spell each word: best, draw, both, light, boat, coat, float, toe, goes, bow, row, tow, low, slow (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
  7. What is a concluding sentence?
23.2- Long o: oa, oe, ow
  1. What sound does oa make?
  2. What sound does oe make?
  3. What sounds can ow make?
  4. What words have the long o sound with oa, oe and ow?
  5. Use each word in a sentence: best, draw, both, light, boat, coat, float, toe, goes, bow, row, tow, low, slow (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them).
  6. Spell each word: best, draw, both, light, boat, coat, float, toe, goes, bow, row, tow, low, slow (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
  7. What is a concluding sentence?
  8. Name some similar adjectives.
23.3- Long o: oa, oe, ow
  1. What sound does oa make?
  2. What sound does oe make?
  3. What sounds can ow make?
  4. What words have the long o sound with oa, oe and ow?
  5. Use each word in a sentence: best, draw, both, light, boat, coat, float, toe, goes, bow, row, tow, low, slow (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them).
  6. Spell each word: best, draw, both, light, boat, coat, float, toe, goes, bow, row, tow, low, slow (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
  7. What is a concluding sentence?
  8. Name some similar adjectives.
23.4- Long o: oa, oe, ow
  1. What sound does oa make?
  2. What sound does oe make?
  3. What sounds can ow make?
  4. What words have the long o sound with oa, oe and ow?
  5. Use each word in a sentence: best, draw, both, light, boat, coat, float, toe, goes, bow, row, tow, low, slow (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them).
  6. Spell each word: best, draw, both, light, boat, coat, float, toe, goes, bow, row, tow, low, slow (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
  7. What is a concluding sentence?
  8. Name some similar adjectives.
23.5- Long o: oa, oe, ow
  1. What sound does oa make?
  2. What sound does oe make?
  3. What sounds can ow make?
  4. What words have the long o sound with oa, oe and ow?
  5. Use each word in a sentence: best, draw, both, light, boat, coat, float, toe, goes, bow, row, tow, low, slow (Read the words one at a time giving your first grader a chance to give a sentence for that word before you read the next word to them).
  6. Spell each word: best, draw, both, light, boat, coat, float, toe, goes, bow, row, tow, low, slow (Read the words one at a time giving your first grader a chance to spell each word before you read the next word to them).
  7. What is a concluding sentence?
  8. Name some similar adjectives.

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
23.1- Long o: oa, oe, ow The Long o Sound with oa and oe
  1. What words have the oa and oe vowel team in them?
23.3- Long o: oa, oe, ow Croak Like A Toad, Row Slow and Stand on Your Tippy Toes
  1. What words make the long o sound in this video?
  2. What vowel teams make the long o sound in this video?
  3. What other letter combination makes the long o sound in this video?

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 Richard Scarry's Boats Richard Scarry
2 Boat Book Gail Gibbons 420L
3 Coat of Many Colors Dolly Parton AD520L
4 What Floats in a Moat? Lynne Berry AD400L


Module Outing:

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

# Outing