Module 13: Tadpoles-Language Arts 2 - Course Guide

Module Overview:

In this module, learners strengthen their reading, writing, and language skills while exploring how to compare and contrast information. Learners practice identifying, reading, and spelling words with the –ed and –ing endings and review high-frequency words such as buy, all, and cold. They build fluency by reading grade-level text and use context clues to determine the meaning of new vocabulary words while also learning to distinguish shades of meaning. Learners study how to recognize similarities and differences and apply these skills to plan, draft, revise, edit, and publish a nonfiction comparison piece. Throughout the module, learners practice using present and past tense verbs correctly and strengthen handwriting by demonstrating correct cursive letter formation for the lowercase letters j and p.

Module Materials:

Lesson # Lesson Title Material(s)
1 13.1 Tadpoles None
2 13.2 Tadpoles modeling clay
Writing Notebook
3 13.3 Tadpoles note cards or pieces of paper;
4 13.4 Tadpoles shaving cream (optional)
baking sheet (optional)
watercolor paint (optional)
paintbrush (optional)
paper towel (optional)
cup of water (optional)
paper (optional)
highlighters (assorted colors)
5 13.5 Tadpoles None

Module Objectives:

Lesson # Lesson Title Objective(s)
1 13.1 Tadpoles
  1. Identify, read and spell words with the -ed and -ing ending.
  2. Identify high-frequency words: buy, all, cold.
  3. Demonstrate fluency by reading grade-level text.
  4. Use context clues to find the meaning of new vocabulary words.
2 13.2 Tadpoles
  1. Recognize similarities and differences/compare and contrast.
  2. Classify present and past tense.
  3. Construct a rough draft of a nonfiction comparison writing.
  4. Demonstrate correct letter formation for the lowercase cursive j and p.
3 13.3 Tadpoles
  1. Recognize words with the -ed and -ing endings.
  2. Distinguish shades of meaning in vocabulary words.
  3. Recognize present tense and past tense.
  4. Revise a nonfiction comparison.
4 13.4 Tadpoles
  1. Recognize similarities and differences/compare and contrast.
  2. Use present and past tense.
  3. Demonstrate understanding of conventions by editing a nonfiction comparison writing.
  4. Demonstrate correct letter formation for the lowercase cursive j and p.
5 13.5 Tadpoles
  1. Recall words with the -ed and -ing endings.
  2. Recognize similarities and differences/compare and contrast.
  3. Revise sentences with present tense and past tense.
  4. Create a published nonfiction comparison writing.

Module Key Words:

Key Words Words of the Week Spelling Words Vocabulary Words
context clues
fluency
graphic organizer
inflectional endings
compare and contrast
present and past tense
rough draft
revise
edit
publish
 buy
call
cold
 playing
working
bending
saying
played
worked
visited
jogged
planned
running
 separate
difference
energy
continue
cause

Module Assignments:

Lesson # Lesson Title Page # Assignment Title

Learning Coach Notes:

Lesson # Lesson Title Notes
1 13.1 Tadpoles This week, students will learn about the endings -ed and -ing and how they relate to verb tense. To expand your child’s learning this week, point out when these words are used in your everyday conversations. Your learner will also write a nonfiction comparative writing piece this week. Help them practice the skill of comparing and contrasting by posing two related topics and having a conversation based on the questions, “What is the same? What is different?” Possible topics include bus/car, lake/ocean, snake/lizard, or swimming/biking.
2 13.2 Tadpoles Students will continue practicing their new weekly skills. Before starting the compare-and-contrast part of the lesson, put two fruits (or other objects) in front of your learner. Ask them to tell you what is the same and what is different. Before your learner begins their rough draft for the comparative writing piece, revisit the Venn diagram and ask your child to explain it to you. This will refresh their memory of the ideas they already brainstormed!
3 13.3 Tadpoles Continue to reinforce the skill of comparing and contrasting by presenting your learner with two objects that share some attributes. Have your learner describe the similarities and differences between the objects. Before your child revises their compare-and-contrast writing assignment, review the signal words that help distinguish similarities and differences. Comparison words include like, similar to, also, same, like, both, and alike. Contrasting words include differ, unlike, yet, but, instead, however, and <em>as opposed to.
4 13.4 Tadpoles Students will practice their new skills this week with interactives, a worksheet, and texts. Encourage your learner to use a Venn Diagram to organize the information in the text and aid comprehension.
5 13.5 Tadpoles Your learner will have the chance to show what they know today! It can be helpful to complete the lesson up through the spelling review, then pause the lesson to allow your learner to take the spelling test. This ensures that the spelling words are fresh in your child’s mind. Today, your learner will need a friend to complete a peer review of their writing. Be sure to schedule this before the lesson starts to allow for a smooth transition into writing today.

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
13.1 Tadpoles
  1. What does it mean to compare and contrast?
13.2 Tadpoles
  1. What is the difference between the present and past tense of a word?
13.3 Tadpoles
  1. What happens to the tense of a word when you add -ed or -ing?
13.4 Tadpoles
  1. How does a Venn Diagram help when comparing and contrasting things?
13.5 Tadpoles
  1. How does a peer review help you become a better writer?

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 I Don't Want to be a Frog Dev Petty
2 It's Mine! Leo Lionni
3 Frogs Gail Gibbons

Module Outing:

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

# Outing