Module 28: Afternoon Treat-Language Arts 2 - Course Guide

Module Overview:

This module focuses on strengthening students’ literacy skills across word study, reading, writing, and language conventions. Students will identify and recognize two-syllable words with the VCe pattern and build automaticity with high-frequency words such as before, complete, and include, while using context clues and real-world connections to deepen vocabulary understanding. In reading, students will develop comprehension by recognizing and citing text evidence to answer questions and by building fluency with grade-level texts. Writing instruction guides students through the full writing process as they construct, revise, edit, and publish a short scene based on previous writing, applying grade-level conventions such as correct punctuation and sentence structure. Students will also develop handwriting skills by practicing proper formation of cursive uppercase letters V and W, resulting in a cohesive learning experience that supports confident, capable readers and writers.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	28.1 Afternoon Treat	note cards or pieces of paper;
2	28.2 Afternoon Treat	Writing Notebook Handwriting Notebook
3	28.3 Afternoon Treat	None
4	28.4 Afternoon Treat	pipe cleaners (chenille stems) (optional) wax craft sticks (optional) highlighters (assorted colors)
5	28.5 Afternoon Treat	None

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	28.1 Afternoon Treat	Identify two-syllable words with VCe pattern. Identify high-frequency words: before, complete, include. Use context clues for the meaning of new vocabulary words. Recognize text evidence to answer questions.
2	28.2 Afternoon Treat	Identify text evidence to answer questions. Match punctuation marks. Construct a rough draft of a short scene based on a previous writing. Demonstrate proper letter formation of cursive uppercase V and W.
3	28.3 Afternoon Treat	Identify real-world connections with new vocabulary words. Recognize text evidence to answer questions. Recognize punctuation marks. Revise a short scene from previous writing.
4	28.4 Afternoon Treat	Recognize two-syllable words with the VCe pattern. Demonstrate the use of text evidence to answer questions. Apply grade-level conventions to edit writing. Demonstrate proper letter formation of cursive uppercase V and W.
5	28.5 Afternoon Treat	Demonstrate fluency when reading grade-level text. Cite text evidence to answer questions. Demonstrate understanding of conventions by editing sentences with punctuation marks. Create a published short scene based on previous writing.

Module Key Words:

Key Words	Words of the Week	Spelling Words	Vocabulary Words
context clues fluency graphic organizer VCe syllables text evidence period question mark exclamation point comma apostrophe quotation marks parentheses scene rough draft parenthesis revise edit publish	before complete include	cupcake recite remake escape inflate update invite remote confuse reduce	great crowded least include cooperate

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	28.1 Afternoon Treat	Your learner can benefit from extra practice separating multisyllabic words into syllables and determining which ones are closed, open, or VCe syllables. Additionally, you can challenge your learner to sort the words based on whether they are compound words or they have a prefix or a suffix. Let your learner discover that this can be another way to identify the different syllables in words.
2	28.2 Afternoon Treat	Your learner may be able to read many multisyllabic words because they recognize them or can use them in context. Even if your learner can read the words presented, it is important for them to isolate the syllables so that they can become fluent at recognizing the syllable type and reading it. If your learner has  mastered this skill, encourage them to change one letter in the syllable, read it, and name a word with the new syllable. If your learner struggles with this skill, present a list of syllables and having them sort them according to type. Provide visuals and guide your learner through how they can decide if a syllable is open, closed, or VCe. If your learner can readily recognize the syllable type, have them read the syllables until they can fluently decode each one. Syllables that they use in their spelling and WOW words this week are cup, cake, re, cite, make, es, cape, in, flate, up, date, vite, mote, con, fuse, duce, be, fore, plete, and clude.
3	28.3 Afternoon Treat	If your learner needs more support and practice using punctuation marks, print out a short page of text or a scene from a drama. Have them color-code punctuation. They can create a key where periods are green, for example, and find and circle or highlight all the periods in the writing. If your learner needs enrichment, assign a punctuation mark to each face of a die. Invite your learner to roll the die and build a sentence with the punctuation mark it lands on. Can they build a sentence that uses the punctuation mark correctly?
4	28.4 Afternoon Treat	You can help your learner practice citing text evidence outside of reading lessons. If they are watching a video, you can briefly pause it and ask them what the characters are really thinking. Then, talk through what evidence they have seen in the video to make them think that. When citing evidence in written text, you can model for your learner the self-talk that will help them understand what inferences they can make from the reading. For example, “When he says or does ____, it makes me think he feels____.”
5	28.5 Afternoon Treat	In future lessons, students will continue reading two-syllable words with syllables that are closed, open, stressed, or unstressed, or have different vowel teams. Because your learner is familiar with the spelling pattern for this lesson, you can have them practice splitting words into syllables, especially words that have only one consonant in the middle (like retake) or that have three consonants in the middle (like explode). Write the words on pieces of paper or a whiteboard and have your learner try to split them in different places. Talk through how to know if the first syllable is open, like in <em>re-take</em>, and the syllable split comes before the consonant. Encourage them to recognize blends and digraphs and to keep them in the same syllable, like in ex-plode.

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
28.1 Afternoon Treat	How does knowing the VCe pattern help you decode a two-syllable word?
28.2 Afternoon Treat	How do you write a short drama scene?
28.3 Afternoon Treat	How does using text evidence help you understand the text?
28.4 Afternoon Treat	What are quotation marks used for?
28.5 Afternoon Treat	What do you use parentheses for?

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