Module 33: Long i- Language Arts K - Course Guide

Module Overview:

In this module, students will learn to recognize the /long i/ 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 ride, white, blue, and black and strengthen phonics skills by working with the blends bl, cl, and fl. Students will build vocabulary and practice decoding and fluency while reading the Decodable Book. In writing, they will begin their opinion project by drafting the introduction. Students will also develop reading habits by gathering books from a favorite author to enjoy and explore.

Module Materials:

Lesson # Lesson Title Material(s)
1 33.1 Long I a small mirror
colored squares
scissors
glue
crayons or colored pencils (assorted colors)
2 33.2 Long I None
3 33.3 Long I modeling clay;
4 33.4 Long I paper
scissors
yarn
5 33.5 Long I a small mirror;

Module Objectives:

Lesson # Lesson Title Objective(s)
1 33.1 Long I
  1. Identify the /long i/ sound and the long i silent e spelling pattern.
  2. Recognize high-frequency words ride, white, blue, and black.
  3. Identify the meaning of new vocabulary words.
  4. Demonstrate the correct formation of the long i silent e spelling formation.
2 33.2 Long I
  1. Identify the long i sound and the long i silent e spelling pattern.
  2. Identify and use blends bl, cl, fl.
  3. Demonstrate the ability to gather books by a favorite author.
  4. Recall knowledge of letter-sound relationships to decode words with the Decodable Book.
3 33.3 Long I
  1. Identify the /long i/ sound and the long i silent e spelling pattern.
  2. Identify and use blends bl, cl, and fl.
  3. Recognize high-frequency words ride, white, blue, and black.
  4. Identify and practice spelling words.
4 33.4 Long I
  1. Identify the /long i/ sound and the long i silent e spelling pattern.
  2. Identify and use blends bl, cl, and fl.
  3. Recognize high-frequency words ride, white, blue, and black.
  4. Demonstrate their ability to write the beginning of their opinion project.
5 33.5 Long I
  1. Identify the /long i/ sound and the long i silent e spelling pattern.
  2. Demonstrate the ability to independently read the Decodable Book with fluency.
  3. Demonstrate their ability to correctly spell long i silent e words.
  4. Demonstrate the correct formation of the long i silent e spelling.

Module Key Words:

Key Words Words of the Week Spelling Words Vocabulary Words
phoneme: /long i/
long i silent e spelling pattern
long i silent e
blends
author
 ride
white
blue
black
 dice
mice
nice
bike
hike
like
five
hive
 herd
hoof
gust
covered
leaf

Module Assignments:

Lesson # Lesson Title Page # Assignment Title

Learning Coach Notes:

Lesson # Lesson Title Notes
1 33.1 Long I In this module, students will learn that the letter i makes the /long i/ sound. Students will learn some words that begin with the /long i/ sound. They will also learn the long i silent e spelling pattern. Help your learner make connections with this new phoneme by listening for words with the /long i/ sound in them all week. Your child will also use context clues from the Module Story to learn five new vocabulary words.
2 33.2 Long I Students will continue learning about the long i silent e spelling pattern by learning new words, Words of the Week, and spelling words. Then, students will practice blending syllables and learn about three-consonant blends. Help your learner identify these consonant blends in print as you read with your child this week. Your learner will begin a writing project that they will continue throughout the rest of the course. Be sure to keep the worksheets from today’s lesson for your child to use for the duration of this course.
3 33.3 Long I Your learner will continue to practice the new concepts and skills introduced this week. Remind your child to use finger-stretching to listen for the /long i/ sound in words if they are struggling to isolate the sounds.
4 33.4 Long I Students will continue practicing the new skills learned this week using interactives. Then, they will use the writing worksheets from earlier in the week to continue the writing project. If your learner becomes frustrated when writing multiple sentences, provide breaks so that your child can complete one sentence at a time.
5 33.5 Long I Your learner will have a short review video before demonstrating their understanding of the concepts and skills 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
33.1 Long I
  1. What sound does long i make?
33.2 Long I
  1. How do you answer questions about nonfiction texts?

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 Seven Blind Mice Ed Young AD530L
2 Be Nice to Spiders Margaret Bloy Graham
3 Ice Boy David Ezra Stein
4 The Hike Alison Farrell 500L
5 The Bike Lesson Stan Berenstain 300L

Module Outing:

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

# Outing