Module 33: Attraction-Language Arts 3 - Course Guide

Module Overview:

In this module, learners explore attraction and magnetism through nonfiction texts and vocabulary. They will use context clues, key details, and text evidence to build understanding while practicing suffixes and different types of sentences. Learners will also write, revise, and summarize texts while developing cursive writing, punctuation, and reading fluency.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	ELA 3: 33.1 Attraction	timer Language Arts Notebook highlighters (assorted colors)
2	ELA 3: 33.2 Attraction	Language Arts Notebook;
3	ELA 3: 33.3 Attraction	timer Language Arts Notebook
4	ELA 3: 33.4 Attraction	Language Arts Notebook highlighters (assorted colors)
5	ELA 3: 33.5 Attraction	Language Arts Notebook;

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	ELA 3: 33.1 Attraction	Define the suffixes -able, -ful, -ness, and -less in spelling words. Use context clues to find the definitions of vocabulary words. Identify how key (relevant) details and text evidence are connected. Describe how declarative, interrogative, imperative, and exclamatory sentences are used.
2	ELA 3: 33.2 Attraction	Use key (relevant) details as text evidence. Classify sentences by type based on meaning and purpose. Construct a narrative writing. Demonstrate proper cursive connections to write sentences.
3	ELA 3: 33.3 Attraction	Cite text evidence to answer comprehension questions. Use declarative, interrogative, imperative, and exclamatory sentences with correct punctuation. Revise a narrative. Demonstrate fluency by reading grade-level text.
4	ELA 3: 33.4 Attraction	Use the suffixes -able, -ful, -ness, and -less to spell words. Use vocabulary words in sentences. Summarize a nonfiction text. Create declarative, interrogative, imperative, and exclamatory sentences.
5	ELA 3: 33.5 Attraction	Recall suffix spellings of -able, -ful, -ness, and -less spelling pattern words correctly by mapping sounds to letters. Define vocabulary words and use them in writing. Cite evidence to support comprehension. Revise a paragraph for correct punctuation to match the sentence type.

Module Key Words:

Key Words	Spelling Words	Vocabulary Words
context clue fluency graphic organizer suffix base and root words key (relevant) details text evidence rough draft key (relevant) detail revise edit publish base and root word	washable portable usable reliable careful thankful colorful peaceful happiness kindness weakness fairness hopeless careless restless thoughtless	magnetism repel magnet observe attract scatter

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	ELA 3: 33.1 Attraction	To help your learner spell words with the suffixes -able, -ful, -ness, and -less, you can use a variety of fun and interactive strategies. Word sorts let students categorize base words with the correct suffix, while flip cards help them practice spelling by quizzing themselves. Fill-in-the-blank sentences reinforce both meaning and spelling, and word family posters group multiple words with the same suffix, making patterns easier to remember. Your learner can also write short stories using as many words with a suffix as possible, which encourages creativity while offering spelling practice. Interactive games, whether online or with magnets, allow students to “build” words by adding suffixes. Finally, highlighting spelling rules, like dropping the e before adding -able or keeping it before -ful, helps students notice patterns and remember the correct forms. Using these strategies makes learning suffixes engaging and effective.
2	ELA 3: 33.2 Attraction	To help your learner understand the four types of sentences, use engaging and interactive strategies that focus on names of sentences, their purposes, and correct use. Having your learner create an anchor chart about a preferred topic, like a pet, that lists each sentence type with its purpose and punctuation to give them a clear visual reference. Sentence-sorting activities allow your learner to practice identifying each type and explaining their thinking. Acting out sentences connects meaning to movement, and color-coding sentences in texts helps students recognize patterns. Having learners transform one sentence into the other three types deepens understanding of how sentence purpose changes meaning. Connecting sentence types to real-life examples, such as classroom rules or books, makes learning more meaningful.
3	ELA 3: 33.3 Attraction	Helping your learner choose nonfiction texts to read becomes easier when the process connects to their interests and curiosity. Students are more likely to enjoy nonfiction when it tells about topics they already like, such as animals, sports, science, history, or how things work. Teaching your learner to preview a book by looking at the title, headings, pictures, captions, and table of contents helps them predict what they will learn and decide if the book is a good fit. It is also important to guide learners toward books that match their reading level so that they feel confident and successful when they read. Offering a variety of nonfiction types, such as biographies, fact books, how-to texts, and magazines, gives your learner more choice and control. Visual features like photographs, diagrams, and maps can grab their attention and support understanding.
4	ELA 3: 33.4 Attraction	You can preview a nonfiction text with your learner to help them get a feel for the text’s structure and pacing. During reading, help your learner notice how the text is organized. Review the different text structures. Understanding the structure helps learners recognize which details are most important. After reading a section together, ask your learner to state the main (central) idea in one clear sentence, using a prompt like, “This section is mostly about ….” If their sentence is too long, explain that they may be including details not needed to state the main idea. If it is too vague, prompt them to be more specific. Then, work together to identify key (relevant) details that support the main idea by asking whether each detail explains, proves, or gives more information about that main idea.
5	ELA 3: 33.5 Attraction	If your learner enjoyed this module’s writing activity, you may want to tie together other nonfiction science concepts with narrative writing. One activity is to have learners make a science concept, such as gravity, magnetism, or erosion, the main character and write a story in which that character solves a problem using its scientific abilities. Another approach is “a day in the life” narrative in which students tell a story from the point of view of a water droplet, a magnet, or a seed, including a problem and a solution based on real science. Learning Coaches can also present a science-based problem, such as a place where gravity stops working or a compass that no longer points north, and ask students to create a story in which the climax occurs when the science concept explains or fixes the problem.

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
ELA 3: 33.1 Attraction	How can key details and text evidence help us understand a nonfiction text?
ELA 3: 33.2 Attraction	How can we choose the right type of sentence to communicate our ideas?
ELA 3: 33.3 Attraction	How can text evidence help us answer questions about what we read?
ELA 3: 33.4 Attraction	How can suffixes help us understand and spell new words?
ELA 3: 33.5 Attraction	How can correct punctuation show the purpose of a sentence?

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	Magnet Max	Monica Lozano Hughes	AD640L
2	What Makes a Magnet?	Dr. Franklyn M. Branley	600L

Module Outing:

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

#	Outing