Scribd
Upload
143 views3 pages

Lesson 1 Long Vowels

Uploaded by

api-271846116
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
143 views3 pages

Lesson 1 Long Vowels

Uploaded by

api-271846116
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

UMU Lesson Plan Template: Explicit Instruction

2016-2017

Name: Kelsey Diddle Date: March 14, 2017


Grade Level: First Class Period: 9:15 -10:10
Subject: Fundations Lesson # & Title: Long Vowels
Function of the Lesson (check all that apply):
Introduce New Skill or Content
Practice
Review
Remediation/Re-teaching

Context for Learning and Cultural Responsiveness Rationale:


The classroom is a first-grade class at Marlboro Elementary. There are 39 students
in the class 20 males and 16 girls. Most of the students are Caucasian with two
African American students. There is only one student is on an IEP. The student is on
an IEP for reading, math and writing. There are many resources available for the
student such as extended time on test and an occupational therapist. The
classroom is three rooms combined with the walls knocked out. There are 11 tables
on one side of the room where all the students have their home seat for whole
class work. On the other side of the classroom there is a carpet used for carpet
time with literacy and math. Also by the carpet there is five tables that the
students work at when the classroom splits for specific instruction. The class is a
co-teaching class with two teachers.

Throughout the lesson, I will be aware of the culture difference and I will respect
the different cultures presented in the classroom. The students will be encouraged
to participate and take risks on the tasks given to them. I will relate the lesson to
their life so the topic and learning objective will become clearer to them.

Content Standards:
LS. 3- I can distinguish long and short vowels.

Learning Objectives:
When given a word, the students will be able to identify if the word has a short or
long vowel and will be able to put eight words into the short vowel category or the
long vowel category.

Academic Language:
- Long Vowel
- Short Vowel
- Magic E
- Bossy E
- Silent E
Revised 08/2016
Assessment Plan: Formative Assessment:
- Explicit Practice: Teacher will observe while teaching to be sure the students
are paying attention.
- Structured Practice: Teacher will note if the students are participating and/or
watching their peers complete the 4 different words.
- Guided Practice: The teacher will observe the students completing the
variety of different words to mark up. The teacher will also have some
students explain why their classmate marked a word up the way that they
did.
- Independent Practice: The teacher will walk around and observe how the
students are completing the vowel-consonant-e syllable worksheet.
Assessment Plan: Summative Assessment:
- Prior to the lesson the students will place eight different words under one of
the two categories long vowel or short vowel. Following the unit the students
will be able to look at a picture, say the word and determine if there is a
short vowel or a long vowel in the word.

Procedures: Lesson Introduction (5 minutes):


- Ask the class if anyone knows what it a long vowel is? Have students give
examples.
- Introduce the Magic E board for the students to read and look at.
Procedures: Lesson Body:
- Presentation/explicit instruction (15 minutes):
1. Introduce the large sound cards for the long vowels.
2. Explain that the long sound is just the name of the letter.
3. Talk about CVCE (consonant, vowel, consonant, e-syllable). There must be
a consonant between the vowel and the e syllable for the vowel to say its
name.
4. Make the word hop. Have the students tap this word out. Then add an e
syllable to the end and have the students listen to you tapping this word
out. Be sure to tell them that the magic/bossy/silent e jumps over the
consonant and makes the vowel say its name. Use sound cards to show
the difference between the long and short O sound.
- Structured Practice/ Exploration (15 minutes):
1. Explain that E is the busiest letter in the alphabet.
2. Have four students draw from a cup. There is four different words and
each word is a closed syllable word that can turn into a word with a long
vowel. The four wards are (cap/cape, fat/fate, lat/late, tap/tape). Show the
students how to mark up a long vowel sound. You underline the whole
Revised 08/2016
word. You write v-e (to show there is a vowel, consonant, e syllable) under
the word. You cross out the e (to show that it is silent) and put a small line
above the vowel in the word (to show that it is long).
- Guided Practice/ Checking for Understanding(5 minutes):
1. Draw two sticks and have those students come up and mark up the words
globe and dime.
2. Assist students when necessary.
- Independent Practice/Application (10 minutes):
1. Give the students the Vowel- Consonant- E syllable worksheet and have
them mark up the five different words on the worksheet.
Procedures: Lesson Closure (5 minutes):
- Magic E video: https://www.youtube.com/watch?v=bZhl6YcrxZQ
- Explain that tomorrow we will practice the different sounds of the long
vowels and how to identify them.

Differentiation, Individualized Instruction, and Assessment:


This lesson was created so each student can learn and practice words that have
both long and short vowels. Since there is only one student on an IEP there are
limited accommodations that are needed. The student will have extended time to
complete the activities and will have access to further instruction if needed.

Instructional Materials and Support:


- Vowel- Consonant- E Syllable Worksheet
- Dry Erase Board
- Large Sound Cards
- SMART Board
- Youtube
Research and Theory Commentary:
- This lesson is primarily based off John Deweys theory of engaging life
experience. Learning these strategies to fine which vowels are short and
which vowels are long will be important in life because when reading words
that you are unsure of this knowledge will help you be able to decode the
words. Throughout life you are always reading words so this strategy will be
used throughout ones whole life.

Revised 08/2016

You might also like