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


Module Overview:

In this module, students will be learning about the -sc- and -st- blend of sounds and view their sight words. They will also preview their vocabulary words. They will look at their comprehension skill for this week: sequence of events. Then, they will learn about verbs. They will be writing an opinion paragraph this week, so we'll look at an example together. Finally, they'll finish with a journal entry. They will practice writing cursive letters and practice their reading fluency.


Module Materials:

  • Pencils
  • Crayons or colored pencils
  • Notebook
  • Scissors
  • Glue
  • Highlighter
  • Markers
  • Blank paper

Module Objectives:

Lesson # Lesson Title Objective(s)
1 8.1 - Asking Questions
  1. Distinguish the sound of blending letters in words using the same vowel families.
  2. Read sight words.
  3. Read vocabulary words and definitions.
  4. Define sequence of events.
  5. Define a verb.
  6. Explain what an opinion paragraph is.
  7. Write a descriptive paragraph.
2 8.2 - Asking Questions
  1. Spell phonics and sight words.
  2. Match vocabulary words with the correct definition.
  3. Set a purpose for reading "Our Class Eggs."
  4. Correctly identify verbs in a sentence.
  5. Plan an opinion paragraph.
  6. Form the cursive letters <I>n</I> and <I>m</I>.
3 8.3 - Asking Questions
  1. Build spelling words.
  2. Match vocabulary words with the correct definition.
  3. Correctly identify verbs in a sentence.
  4. Construct a rough draft of an opinion paragraph.
  5. Apply rate, expression, and intonation when reading aloud.
4 8.4 - Asking Questions
  1. Spell phonics and sight words.
  2. Match vocabulary words with the correct definition.
  3. Demonstrate comprehension after reading.
  4. Correctly identify verbs in a sentence.
  5. Edit and revise a peer's opinion paragraph.
  6. Form the cursive letters <i>n</i> and <i>m</i>.
5 8.5 - Asking Questions
  1. Spell phonics and sight words.
  2. Apply vocabulary words to your own writing.
  3. Identify the sequence of events in &quot;Our Class Eggs.&quot;
  4. Edit writing for errors.
  5. Publish an opinion paragraph.
  6. Demonstrate comprehension after independent reading.

Module Key Words:

Key Words Sight Words Spelling Words Vocabulary Words
medial blends
sequence
verb
opinion paragraph
journal entry
cursive
handwriting
fluency
revise
edit
independent reading
was
well
went
what
white
who
will
with
yes
after
again
an
telescope
history
monster
crystal
rescue
discover
struggled
volunteer
predict
delicate
diagram
gasp
well
went
what
white
who
with
after
again
struggled
volunteer
predict
delicate
diagram
gasp

Module Assignments:

Lesson # Lesson Title Page # Assignment Title
1 8.1 - Asking Questions 8 Journal Entry
2 8.2 - Asking Questions 2 Spelling
2 8.2 - Asking Questions 6 Writing
2 8.2 - Asking Questions 7 Handwriting
3 8.3 - Asking Questions 3 Vocabulary
4 8.4 - Asking Questions 2 Spelling
4 8.4 - Asking Questions 4 Reading
4 8.4 - Asking Questions 6 Writing
4 8.4 - Asking Questions 7 Handwriting
5 8.5 - Asking Questions 2 Spelling
5 8.5 - Asking Questions 3 Reading
5 8.5 - Asking Questions 5 Writing
5 8.5 - Asking Questions 6 Independent Reading


Learning Coach Notes:

Lesson # Lesson Title Notes
1 8.1 - Asking Questions
  • Have your students practice spelling their spelling and sight words each day. Students should spell them correctly when they write. Use the sight word flashcards daily with your student. Mix them up, show them the words, and ask them to read the sight word. Next, do not show them the word but say the word and ask them to spell the word.
  • During Independent Reading time, have your student read silently to themselves. Ask them to identify the beginning, middle, and end of their story.
2 8.2 - Asking Questions
  • Have your students practice spelling their spelling and sight words each day. Students should spell them correctly when they write. Use the sight word flashcards daily with your student. Mix them up, show them the words, and ask them to read the sight word. Next, do not show them the word but say the word and ask them to spell the word.
  • In your student's Language Arts notebook, have them write for each of their vocabulary words the following: Definition for the word in their own words, illustration for the word (if possible), synonym or antonym for the word and a sentence using the word.
  • During Independent Reading time, have your student read silently to themselves. Ask them to describe the character traits of the main characters in the story they read.
3 8.3 - Asking Questions
  • Have your students practice spelling their spelling and sight words each day. Students should spell them correctly when they write. Use the sight word flashcards daily with your student. Mix them up, show them the words, and ask them to read the sight word. Next, do not show them the word but say the word and ask them to spell the word.
  • Have your student use their spelling words to write a story in their Language Arts notebook.
  • As your student reads "Our Class Eggs," ask them to describe the beginning, middle, and end of the story.
4 8.4 - Asking Questions
  • Have your student choose five spelling words that they can illustrate and write a sentence describing their illustration in their Language Arts notebook.
  • Have your students practice spelling their spelling and sight words each day. Students should spell them correctly when they write. Use the sight word flashcards daily with your student. Mix them up, show them the words, and ask them to read the sight word. Next, do not show them the word but say the word and ask them to spell the word.
5 8.5 - Asking Questions Review the spelling words with your student before they take their spelling test. Remember to have your student complete their Independent Reading Log.

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
  1. What sound does sc- make?
  2. What words have the sc- blend?
  3. What sound does st- make?
  4. What words have the st- blend?
  5. What is a blend?
  6. What is the sequence of events in a story?
  7. What words are clues to identifying sequence?
  8. What is a verb?
  9. What are the types of verbs?
  10. What is an action verb?
  11. What is a helping verb?
  12. What is a linking verb?
  13. What is an opinion?
  14. What is a fact?
  15. What are the three parts of an opinion paragraph?
  16. What is a topic sentence?
  17. What are body sentences?
  18. What is a closing sentence?
8.2 - Asking Questions
  1. What sound does sc- make?
  2. What words have the sc- blend?
  3. What sound does st- make?
  4. What words have the st- blend?
  5. What is a blend?
  6. What is the sequence of events in a story?
  7. What words are clues to identifying sequence?
  8. What is a verb?
  9. What are the types of verbs?
  10. What is an action verb?
  11. What is a helping verb?
  12. What is a linking verb?
  13. What is an opinion?
  14. What is a fact?
  15. What are the three parts of an opinion paragraph?
  16. What is a topic sentence?
  17. What are body sentences?
  18. What is a closing sentence?
8.3 - Asking Questions
  1. What sound does sc- make?
  2. What words have the sc- blend?
  3. What sound does st- make?
  4. What words have the st- blend?
  5. What is a blend?
  6. What is the sequence of events in a story?
  7. What words are clues to identifying sequence?
  8. What are context clues?
  9. What is a verb?
  10. What are the types of verbs?
  11. What is an action verb?
  12. What is a helping verb?
  13. What is a linking verb?
  14. What is an opinion?
  15. What is a fact?
  16. What are the three parts of an opinion paragraph?
  17. What is a topic sentence?
  18. What are body sentences?
  19. What is a closing sentence?
8.4 - Asking Questions
  1. What sound does sc- make?
  2. What words have the sc- blend?
  3. What sound does st- make?
  4. What words have the st- blend?
  5. What is a blend?
  6. What is the sequence of events in a story?
  7. What words are clues to identifying sequence?
  8. What is a verb?
  9. What are the types of verbs?
  10. What is an action verb?
  11. What is a helping verb?
  12. What is a linking verb?
  13. What is an opinion?
  14. What is a fact?
  15. What are the three parts of an opinion paragraph?
  16. What is a topic sentence?
  17. What are body sentences?
  18. What is a closing sentence?
8.5 - Asking Questions
  1. What sound does sc- make?
  2. What words have the sc- blend?
  3. What sound does st- make?
  4. What words have the st- blend?
  5. What is a blend?
  6. What is the sequence of events in a story?
  7. What words are clues to identifying sequence?
  8. What is a verb?
  9. What are the types of verbs?
  10. What is an action verb?
  11. What is a helping verb?
  12. What is a linking verb?
  13. What is an opinion?
  14. What is a fact?
  15. What are the three parts of an opinion paragraph?
  16. What is a topic sentence?
  17. What are body sentences?
  18. What is a closing sentence?

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
8.1 - Asking Questions Asking Questions:Sequence of Events
  1. What does sequence mean?
  2. What do you include when you are creating a sequence of events for a story?
  3. What are some clue words that help you identify sequence?

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 Tea Party in the Woods Akiko Miyakoshi AD460L
2 A Chicken Followed Me Home! Robin Page AD710L
3 Ask Me Bernard Waber and Suzy Lee 250L
4 What If Everybody Did That? Ellen Javernick AD450L


Module Outing:

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

# Outing
1 Please have your student think of questions to ask a worker in their community, such as a police officer, fireman, librarian, local restaurant, or store owner. Visit the person at their place of work and have your student ask if they can interview them to learn more about their job.