Module 15: Long a: a_e- Language Arts 1 - Course Guide

Module Overview:

Learners will focus on recognizing and reading words with the long a and short a sounds, especially those spelled with a_e. They will use context clues and pictures to understand new vocabulary and story settings. Learners will explore prefixes and suffixes and learn how they change word meanings. In writing, learners will add adjectives and details to improve their sentences. They will also practice changing words by adding, deleting, or substituting sounds. By the end of the module, learners will read a_e words fluently and understand simple sentences using these words.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	15.1 Long a: a_e	Spelling Notebook Handwriting Notebook Journal Notebook Words of the Week Notebook crayons or colored pencils (assorted colors) Sound Notebook paper scissors glue
2	15.2 Long a: a_e	Spelling Notebook Handwriting Notebook Journal Notebook scissors crayons or colored pencils (assorted colors)
3	15.3 Long a: a_e	Spelling Notebook Handwriting Notebook Journal Notebook rubber band or exercise band crayons or colored pencils (assorted colors)
4	15.4 Long a: a_e	Spelling Notebook Handwriting Notebook Journal Notebook scissors glue
5	15.5 Long a: a_e	Spelling Notebook Handwriting Notebook Journal Notebook

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	15.1 Long a: a_e	Identify words with the long a sound and the short a sound. Recognize the long a sound in words spelled with a_e. Use context clues to define tier II vocabulary words. Revise writing by adding adjectives to add more details.
2	15.2 Long a: a_e	Identify the ending phoneme or vowel sound in an a_e word. Recognize and read words with the long a sound written with a_e. Define prefixes and suffixes. Use information from illustrations to support their understanding of the setting of a story.
3	15.3 Long a: a_e	Recognize, decode, and read a_e words. Interpret pictures from a story. Recognize how a prefix changes a word’s meaning. Recognize how suffixes change the form of a word.
4	15.4 Long a: a_e	Modify a word by deleting or adding a sound to the end of a word, making a new word. Recognize, decode, and read a_e words with accuracy and fluency. Modify their story by adding key details.
5	15.5 Long a: a_e	Construct a new word by substituting the end sound. Read and show comprehension of simple sentences containing a_e words. Demonstrate the ability to independently read the decodable book with fluency. Use adjectives in sentences.

Module Key Words:

Key Words	Words of the Week	Spelling Words	Vocabulary Words
phoneme: /long a/ silent e adjectives heart words flash words prefix suffix ending sound segmenting decoding pictures phonics phonological awareness key details phoneme: long a decode fluency	for so into what like	bake page ate late plate tape clip swan crab frog	expensive rapidly shovel curved decorate

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title
2	15.2 Long a: a_e	3	Phonics
3	15.3 Long a: a_e	7	Word Work
4	15.4 Long a: a_e	4	Phonics

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	15.1 Long a: a_e	In this lesson, students will be introduced to the /long a/ sound spelled a_e (letter a, consonant, letter e). Students will practice saying the /long a/ sound and will blend words with the /long a/ sound. Following the lesson, practice the /long a/ sound with your learner by playing a rhyming game. Give your learner a word and have them say as many rhyming words as they can (for example, cake, take, bake, etc.). Have your learner search in stories or texts for /long a/ words spelled with a_e. Have your learner practice writing /long a/ words spelled a_e.
2	15.2 Long a: a_e	In this lesson, students will isolate the ending sound or vowel sound in words with the long a vowel sound spelled a_e (a, consonant, e). Phoneme isolation and sound discrimination are important parts of phonemic awareness, helping children develop their listening skills and sound knowledge. Have your learner practice sound discrimination with activities outside phonemic awareness, as well. For example, your learner can identify an instrument they hear in a song or animal sounds, household sounds, and nature sounds. All of these help them practice their listening and sound-discrimination skills.
3	15.3 Long a: a_e	Help your learner practice decoding a_e words using flashcards and sounding out each word. Use story pictures to support your learner in connecting images to the text and understanding the story. Show your learner how adding prefixes (like un- or re-) changes word meanings with sorting games. Practice adding suffixes (like -ed or -ing) to base words and encourage your learner to use them in simple sentences.
4	15.4 Long a: a_e	In this lesson, students will practice deleting or adding phonemes at the end of words to make new words. You can continue practicing this skill with your learner after the lesson with an activity called “Shake a Sound.” Write words or glue pictures that represent words on cards. Place the cards in a container and ask your learner to shake the container and pull out a card. Using the word written or shown on the card, ask your learner to identify the word and make the sounds in it. Then, have them delete the initial or final sound and add a new one, creating a new word.
5	15.5 Long a: a_e	In this lesson, students will continue practicing segmenting sounds and identifying and manipulating the ending sounds of words. You can continue practicing this skill with your learner by reading books with lots of rhyming words. You can also provide your learner with letter tiles, blocks, or other manipulatives to practice forming real and nonsense words when they remove and replace the ending sounds of words.

Guiding Questions
Suggested Books

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
15.1 Long a: a_e	What sound does a_e make?
15.2 Long a: a_e	What are prefixes and suffixes?
15.3 Long a: a_e	How do you decode words?
15.4 Long a: a_e	How do you modify a word?
15.5 Long a: a_e	How do you substitute a sound in a word?

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	Bunny Cakes	Rosemary Wells	550L
2	Jake Stays Awake	Michael Wright
3	Kate and Nate Are Running Late!	Kate Egan	AD500L
4	The Paper Crane	Molly Bang	AD660L
5	7 Ate 9	Tara Lazar	AD530L

Module Outing:

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

#	Outing
1	Have some long-a sound fun on roller skates. Find a local roller skating rink and take your student roller skating.