Module 32: Long e- Language Arts K - Course Guide

Module Overview:

In this module, students will learn to recognize the /long e/ sound with the double ee spelling pattern and practice writing and spelling words that follow this pattern. They will read and use the high-frequency words three, what, and now and expand their vocabulary. Students will strengthen phonological awareness by manipulating syllables in multisyllabic words and apply decoding skills when reading the Decodable Book. In reading comprehension, they will learn to create questions before, during, and after reading to deepen understanding. Students will also explore word meaning by identifying synonyms and antonyms for verbs and adjectives.

Module Materials:

Lesson # Lesson Title Material(s)
1 32.1 Long E a small mirror
colored squares
scissors
glue
crayons or colored pencils (assorted colors)
2 32.2 Long E None
3 32.3 Long E modeling clay
scissors
crayons or colored pencils (assorted colors)
4 32.4 Long E sidewalk chalk (optional)
paintbrush (optional)
5 32.5 Long E a small mirror;

Module Objectives:

Lesson # Lesson Title Objective(s)
1 32.1 Long E
  1. Identify the /long e/ sound and the double ee spelling pattern.
  2. Recognize the high-frequency words three, what, and now.
  3. Identify the meaning of new vocabulary words.
  4. Demonstrate the correct formation of the /long e/ sound with the double ee formation.
2 32.2 Long E
  1. Identify the /long e/ sound and the double ee spelling pattern.
  2. Demonstrate the ability to manipulate syllables within a multisyllabic word.
  3. Create questions about text before, during, and after reading to deepen understanding and gain information.
  4. Match the synonyms and antonyms of verbs and adjectives.
3 32.3 Long E
  1. Identify the /long e/ sound and the double e spelling pattern.
  2. Demonstrate the ability to manipulate syllables within a multisyllabic word.
  3. Recognize high-frequency words three, what, and now.
  4. Recall knowledge of letter-sound relationships to decode words with the Decodable Book.
4 32.4 Long E
  1. Identify the /long e/ sound and the double ee spelling pattern.
  2. Demonstrate the ability to manipulate syllables within a multisyllabic word.
  3. Create questions about text before, during, and after reading to deepen understanding and gain information.
  4. Match the synonyms and antonyms for verbs and adjectives.
5 32.5 Long E
  1. Identify the /long e/ sound and the double ee spelling pattern.
  2. Demonstrate the ability to manipulate syllables within a multisyllabic word.
  3. Demonstrate their ability to correctly spell double ee words.
  4. Demonstrate the correct formation of the double ee spelling pattern.

Module Key Words:

Key Words Words of the Week Spelling Words Vocabulary Words
phoneme: /long e/
double ee spelling pattern
long e
syllable deletion
synonyms
antonyms
syllable addition
long e
syllables
 three
what
now
 see
bee
eel
seed
feed
heel
peel
week
 pointy
fluffy
warm
glossy
shaky

Module Assignments:

Lesson # Lesson Title Page # Assignment Title

Learning Coach Notes:

Lesson # Lesson Title Notes
1 32.1 Long E In this module, students will learn that the letter e makes the /long e/ sound. Students will learn some words that begin with the /long e/ sound. They will also learn two spelling patterns, CVV and CVVC, that have the /long e/ in them. Help your learner make connections with this new phoneme by listening for words with the /long e/ sound in them all week. Your child will also use context clues from the Module Story to learn five new vocabulary words.
2 32.2 Long E Students will work with the double e vowel team today and will listen to identify the sound and read words with the double e spelling pattern in the middle. Students will also work with a new comprehension strategy to create their own questions before, during, and after reading. Encourage your learner to ask you questions about the comprehension story in the module. Using a worksheet, your learner will write to respond to questions about the story.
3 32.3 Long E Students will learn more words with the /long e/ sound and will manipulate syllables by adding syllables to the end of a word. Help your learner connect the double e /long e/ sound to the spelling words this week. Making the connection will help your child learn how to spell the new words. Your learner will answer comprehension questions about the Module Story after listening to it. If your child struggles with the questions, pause and read the story aloud, asking questions during reading. Then, return to the questions.
4 32.4 Long E Students will continue to practice listening for and reading words with the /long e/ phoneme in them. As your learner practices deleting syllables, use small objects to show the syllables. This gives a visual representation of the manipulation. Students will continue working with their spelling words, vocabulary words, and Words of the week. Your learner will practice asking questions before, during, and after reading. Use this skill each time you read aloud with your learner.
5 32.5 Long E 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
32.1 Long E
  1. What graphemes make the long e sound?
32.2 Long E
  1. How does asking questions help you understand what you are reading?
32.3 Long E
  1. How do you manipulate syllables?
32.4 Long E
  1. What are synonyms and antonyms?
32.5 Long E
  1. How do you create questions about a text?

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 The Bee Book Charlotte Milner 870L
2 If You Plant a Seed Kadir Nelson AD340L
3 Brown Bear, Brown Bear, What Do You See? Bill Martin Jr. AD200L
4 Over in the Forest: Come and Take a Peek Marianne Berkes AD560L
5 The Giving Tree Shel Silverstein 530L

Module Outing:

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

# Outing