Module 6 Phonics of the Week s Blends-Language Arts 1A - Course Guide


Module Overview:

In this module, students will be learning about s-blends, and you will be reviewing all the sight words you have learned over the past five weeks. You will also learn how to write details that support your topic sentence for the paragraph you have been working on. You will read the weekly story on your own, you will practice handwriting, and you will learn about pronouns. You will complete a fluency check.


Module Materials:

Lesson # Lesson Title Material(s)
1 6.1 Phonics of the Week: S-Blends Independent Reading Book;
2 6.2 Phonics of the Week: S-Blends Independent Reading Book;
3 6.3 Phonics of the Week: S-Blends Independent Reading Book
Plastic consumable cups
Magic marker
4 6.4 Phonics of the Week: S-Blends Independent Reading Book;
5 6.5 Phonics of the Week: S-Blends Independent Reading Book;

Module Objectives:

Lesson # Lesson Title Objective(s)
1 6.1 Phonics of the Week: S-Blends
  1. Recognize, identify, read, and spell words with s-blends.
  2. Recognize sight words.
  3. Read grade-level text with purpose, understanding, and accuracy.
  4. Supply facts to support a topic sentence.
2 6.2 Phonics of the Week: S-Blends
  1. Recognize sight words.
  2. Read grade-level text with purpose, understanding, and accuracy.
  3. Use pronouns in sentences.
3 6.3 Phonics of the Week: S-Blends
  1. Recognize, identify, read, and spell words with s-blend sounds.
  2. Recognize sight words.
  3. Read grade-level text with purpose, understanding, and accuracy.
  4. Use pronouns (e.g. I, me, my, they, them, their, anyone).
4 6.4 Phonics of the Week: S-Blends
  1. Recognize, identify, read, and spell words with s-blend sounds.
  2. Recognize sight words.
  3. Read grade-level text with purpose, understanding, and accuracy.
  4. Write supporting sentences for a paragraph.	
5 6.5 Phonics of the Week: S-Blends
  1. Recognize, identify, read, and spell words with s-blend sounds.
  2. Recognize sight words.
  3. Read grade-level text with purpose, understanding, and accuracy.

Module Key Words:

Key Words Sight Words Spelling Words
s Blends
Sight Words
Spelling
Writing
s-Blends
Story
Handwriting
Pronouns
Spelling Test
Sight Word Quiz
Fluency Check
after
has
over
better
again
her
put
an
him
sled
slip
slot
snap
snip
step
stub
still
spill
swan

Module Assignments:

Lesson # Lesson Title Page # Assignment Title


Learning Coach Notes:

Lesson # Lesson Title Notes
1 6.1 Phonics of the Week: S-Blends
  • 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, "Snazzy Snake Facts," ask them to draw or write three things they learned about snakes in their Language Arts notebook.
  • During Independent Reading time, have your student read silently to themselves. Ask them questions about what they read when they are finished.
2 6.2 Phonics of the Week: S-Blends
  • 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.
  • After your student reads "Snazzy Snake Facts" have them identify the words with s-blends they come across in the story in their Language Arts notebook.
  • During Independent Reading time, have your student read silently to themselves. Ask them to describe their favorite character in the story.
3 6.3 Phonics of the Week: S-Blends
  • 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.
  • When your student reads their independent reading book, ask them what the problem was in the story they read.
4 6.4 Phonics of the Week: S-Blends
  • 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.
  • When your student reads their independent reading book, ask them to describe the setting in the story they read.
5 6.5 Phonics of the Week: S-Blends Review the spelling words with your student before they take their spelling test. Remember to have your student complete their Independent Reading Log.

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
6.1 Phonics of the Week: S-Blends
  1. Name the s-blends and say what sound each blend makes.
  2. Use each word in a sentence: after, has, over, better, again, her, put, an, him (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).
  3. Spell each word: after, has, over, better, again, her, put, an, him (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).
  4. Use the word “sled” in a sentence.
  5. Spell the word “sled”.
  6. Use the word “slip” in a sentence.
  7. Spell the word “slip”.
6.2 Phonics of the Week: S-Blends
  1. Name the s-blends and say what sound each blend makes.
  2. Use each word in a sentence: after, has, over, better, again, her, put, an, him (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).
  3. Spell each word: after, has, over, better, again, her, put, an, him (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).
  4. Use the word “slot” in a sentence.
  5. Spell the word “slot”.
  6. Use the word “snap” in a sentence.
  7. Spell the word “snap”.
  8. What is a pronoun?
  9. Name some pronouns?
6.3 Phonics of the Week: S-Blends
  1. Name the s-blends and say what sound each blend makes.
  2. Use each word in a sentence: after, has, over, better, again, her, put, an, him (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).
  3. Spell each word: after, has, over, better, again, her, put, an, him (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).
  4. Use the word “snip” in a sentence.
  5. Spell the word “snip”.
  6. Use the word “step” in a sentence.
  7. Spell the word “step”.
6.4 Phonics of the Week: S-Blends
  1. Name the s-blends and say what sound each blend makes.
  2. Use each word in a sentence: after, has, over, better, again, her, put, an, him (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).
  3. Spell each word: after, has, over, better, again, her, put, an, him (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).
  4. Use the word “stub” in a sentence.
  5. Spell the word “stub”.
  6. Use the word “still” in a sentence.
  7. Spell the word “still”.
6.5 Phonics of the Week: S-Blends
  1. Name the s-blends and say what sound each blend makes.
  2. Use each word in a sentence: after, has, over, better, again, her, put, an, him (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).
  3. Spell each word: after, has, over, better, again, her, put, an, him (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).
  4. Use the word “spill” in a sentence.
  5. Spell the word “spill”.
  6. Use the word “swan” in a sentence.
  7. Spell the word “swan”.

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
6.1 Phonics of the Week: S-Blends Let's Blend with S!
  1. What is a blend?
  2. What are the s-blends in this video?
  3. What are some words you learned that have s-blends?
6.3 Phonics of the Week: S-Blends Snapping for S-Blends
  1. In their Language Arts notebook, have your student write down the s-blend words from the video and draw pictures for some of the.

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 Magic Hockey Skates Allen Morgan
2 Little Millie Ford and Her New Skateboard Ashley Norris
3 The Three Little Pigs' Sledding Adventure Stephen Krensky 570L
4 Roll, Slope, and Slide: A Book About Ramps Michael Dahl
5 The Sweet Touch Lorna Balian AD660L
6 Snail Trail Ruth Brown
7 Fireman Small Wong Herbert Yee NP
8 Little Swan Jonathan London AD900L


Module Outing:

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

# Outing
1 Find a local ice skating rink that offers open skate times and take your student ice skating to celebrate s-blends such as skate, slip, and slide.