Module 8: Asking Questions-Language Arts 3 - Course Guide

Module Overview:

In this module, learners will deepen their literacy skills by exploring how compound words and context clues shape meaning, while also strengthening their reading comprehension through analyzing narrative point of view and summarizing sequences of events using text evidence. Writing instruction will focus on the complete process of crafting an opinion essay, from drafting and revising to editing and publishing, supported by practice with regular verb tenses and continued development of cursive handwriting for the letters f and b. Through these integrated activities, learners will sharpen their ability to articulate their own perspectives and apply grammatical rules to improve the clarity and quality of their written work.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	8.1 Asking Questions	timer Language Arts Notebook highlighters (assorted colors)
2	8.2 Asking Questions	Language Arts Notebook;
3	8.3 Asking Questions	timer Language Arts Notebook
4	8.4 Asking Questions	Language Arts Notebook;
5	8.5 Asking Questions	Language Arts Notebook;

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	8.1 Asking Questions	Explain how compound words can create changes in meaning. Use context clues to find the definitions of vocabulary words. Summarize the sequence of events. Compare how to conjugate regular verb tenses (past, present, future).
2	8.2 Asking Questions	Use illustrations from the text to infer. Use regular verb tenses in sentences. Construct a rough draft of an opinion essay. Demonstrate proper letter formation of lowercase cursive letters f and b.
3	8.3 Asking Questions	Compare shades of meaning with vocabulary words. Distinguish the narrator’s point of view from your own point of view. Use regular verb tenses in sentences. Revise an opinion essay.
4	8.4 Asking Questions	Use vocabulary words correctly. Use point of view to answer comprehension questions. Analyze and justify editing choices to improve opinion writing. Demonstrate proper letter formation of lowercase cursive letters f and b.
5	8.5 Asking Questions	Use text evidence to explain the sequence of events in a story. Revise a paragraph using correct simple verb tenses. Create a published version of an opinion essay. Demonstrate fluency with grade-level text.

Module Key Words:

Key Words	Words of the Week	Spelling Words	Vocabulary Words
context clues fluency graphic organizer compound word sequence of events conjugate opinion essay rough draft revise edit publish	about draw eight fall small	butterfly greenhouse strawberry bluegrass dragonfly buttermilk pineapple rainbow jellyfish ladybug sunflower	struggled volunteer predict delicate diagram gasp

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	8.1 Asking Questions	Before beginning the lesson, ask your learner if they can think of any compound words, like <em>notebook</em>. Have them write the compound words down. After brainstorming a list, point to one word and ask your learner to tell you the meanings of the two words that make up the compound word (e.g., what <em>note</em> means, and what <em>book</em> means). Ask your learner, “Do those words have the same meaning as the compound word they create?” This activity will help your learner make the connection that forming a compound word sometimes changes the meaning of the individual words.
2	8.2 Asking Questions	Reinforce the concept of verb conjugation by pointing out regular verbs used in everyday language as you and your learner speak and read throughout the day. Ask your learner how to change the form of the verb to a different tense. For example, when you get ready to make a meal, talk about the verbs <em>cook</em> and <em>prepare</em>, and have your learner tell you how to make their past and present tense forms. Students can benefit from repeated practice and exposure throughout the day and week.
3	8.3 Asking Questions	Students will work with shades of meaning on the vocabulary page. With your learner, practice comparing shades of meaning of common words. Use these examples or others you think of: upset, angry; tired, drained, exhausted; giggle, laugh, cackle; damp, wet, drenched. Give your learner the first word and see if they can brainstorm stronger or weaker words with similar meanings.
4	8.4 Asking Questions	Students will practice identifying the point of view in a story. They will use that story to help them answer questions using that point of view. Prepare your learner to read the story by reviewing comprehension techniques. Encourage your learner to read the story several times to understand it better. They can ask themselves questions as they read to engage with the story, or you can read with them and ask questions. To keep your learner engaged, you can ask questions like “Why does the character say this?” or “What do you think will happen next?”
5	8.5 Asking Questions	Students will show what they have learned this week by using interactives and publishing their writing project. Your learner will also complete a peer review of their writing. If possible, set this up in advance with a similarly-aged neighbor, student, or family member. If your learner continues to find any module concepts or skills challenging, encourage repeated practice to increase their skill and confidence.

Guiding Questions

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
8.1 Asking Questions	What is a compound word?
8.2 Asking Questions	What inferences can be made from illustrations in a story?
8.3 Asking Questions	What are the simple verb tenses?
8.4 Asking Questions	How do you revise an opinion essay?
8.5 Asking Questions	What should be included in a published writing piece?

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

Module Outing:

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

#	Outing