Phonics Lesson: Long ‘a’ Sound from the ‘a_e’ Pattern

Teacher: Jenna Graziadei Grade Level: 2

I. Content Standards

Connecticut State Standard:

1. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry,
in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high
end of the range.
2. RI.2.10 By the end of the year, read and comprehend informational texts, including history/
social studies, science, and technical texts, in the grades 2-3 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
3. RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words.
4. RF.1.2b Orally produce single-syllable words by blending sounds, including consonant
blends.
5. RF.1.2d Segment spoken single-syllable words into their complete sequence of individual
sounds (phonemes).
6. RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
7. RF.2.3a Distinguish long and short vowels when reading regularly spelling one-syllable
words
8. RF.2.3b Know spelling-sound correspondences for additional common vowel teams.
9. RF.2.3c Decode regularly spelling two-syllable words with long vowels.
10. RF.2.3d Decode words with common prefixes and suffixes.
11. RF.2.4 Read with sufficient accuracy and fluency to support comprehension.

II. Essential Questions

1. What do words with the long a sound from a_e sound like?
2. How do I use words with the long a sound from a_e in speech?
3. How do I read words with the long a sound from a_e?
4. How do I write words with the long a sound from a_e?

III. Prerequisites

The students will have a prior, more general exposure to words with long a sounds from
previous lessons, as well as reading, writing, and conversational experiences.

IV. Instructional Objectives

At the end of this lesson the students will be able to hear, say, read, and write words with
the long a sound associated with the a_e letter pattern.
This is evidence of providing
directions for activities such that the
students were reminded of the
expectations of raising their hands
when the long a sound was heard.
V. Instructional Procedures
This is evidence of language use
such that I used this terminology of 1. Revisit and Review (5 minutes)
segmenting with the students when a. Hear it: The students will practice their skills developed in the previous lesson and from
explaining the process for the ‘say it’
phase. prior knowledge to acknowledge the presence of a long a sound in various words through
This is evidence of providing hearing. This will be the long a sound produced by the single letter ‘a’ such as in the
directions for activities such that the words paper, data, and label. When the teacher speaks a word, if this type of long a sound
students were reminded of the
expectations of working with their is heard, the students will raise their hands. If this is not the case, their hands will remain
partner to blend the words segmented down. The teacher will review 4 words.
by the teacher.
b. Say it: The students will practice their skills developed in the previous lesson and from
This is evidence of language use
such that I used this terminology of prior knowledge to acknowledge the presence of a long a sound in various words through
blending with the students when saying. This will be the long a sound produced by the single letter ‘a’ such as in the words
explaining the process for the ‘say it’
phase. paper, data, and label. The teacher will speak a word in a segmented manner, or in ‘robot
This is evidence of providing
talk’ as it will be referred to. The students will repeat the word to their partners, but with
directions for activities such that the blending. The teacher will review 3 words.
students were reminded of the
expectations of reading the words
c. Read it: The students will practice their skills developed in the previous lesson and from
written on the board with their prior knowledge to acknowledge the presence of a long a sound in various words through
partners.
reading. This will be the long a sound produced by the single letter ‘a’ such as in the
This is evidence of providing
directions for activities such that the
words paper, data, and label. The teacher will write a word on the whiteboard. The
students were reminded of the students will read the word and share their answers with their partners. The teacher will
expectations of writing the words on
their whiteboards that are spoken by
review 3 words.
the teacher. d. Write it: The students will practice their skills developed in the previous lesson and from
This is evidence of setting the prior knowledge to acknowledge the presence of a long a sound in various words through
expectations for learning such that writing. This will be the long a sound produced by the single letter ‘a’ such as in the
it was made clear that the students
were to become more proficient in the words paper, data, and label. The teacher will speak a word in a blended manner. The
use of the long a, a_e letter pattern by students will produce the spelling of the word on their individual whiteboards and then
the end of the lesson.
show the teacher when done. The teacher will review 3 words.
This is evidence of providing
directions for activities such that the
students were reminded of the 2. Teach (5 minutes)
expectations of raising their hands
when the long a sound was heard. a. Hear it: The teacher will introduce the new long a sound letter pattern, a_e, by saying
This is evidence of explaining several words that contain it. Similar to the revisit and review, the students will raise their
content such that the students were hands when they hear the long a sounds. An explanation will follow to discuss that the
educated on the use of the a_e
pattern in words to make the long a sound is the same as that which was just studied, but it is spelled a different way.
sound. b. Say it: The teacher will show the students the corresponding letter pattern, a_e. The
This is evidence of providing teacher will share the mnemonic phrase (a, a_e, what did you say?) to help the students
directions for activities such that the
students were reminded of the
recall their prior and new knowledge. They will repeat the phrase several times. The
expectations of working with their teacher will guide the students to declare the letters that this new long a sound pattern is
partner to blend the words segmented
by the teacher.
comprised of. Several words containing a_e will then be spoken by the teacher in ‘robot
This is evidence of language use
talk’ that the students must blend and repeat to their partners. The teacher will then say
such that I used this terminology of several a_e words segmented that the students must repeat to their partners in a blended
segmenting with the students when
explaining the process for the ‘say it’
manner.
phase.

This is evidence of language use

such that I used this terminology of
blending with the students when
explaining the process for the ‘say it’
phase.
 c. Read it: The teacher will write a range of words that contain a_e on the whiteboard. The
This is evidence of providing students will be guided to identify and acknowledge the presence of this pattern while
directions for activities such that the reading. They will read the words to their partners by blending the phonemes and saying
students were reminded of the
expectations of reading the words the words.
written on the board with their d. Write it: The teacher will say a word containing the a_e pattern. The students will be
partners.
asked to repeat the word, and then sound it out if needed to produce the accurate spelling
This is evidence of providing
directions for activities such that the of the word on their whiteboards. Once written, they must underline the pattern that
students were reminded of the represents the focus of the lesson.
expectations of writing the words on
their whiteboards that are spoken by
the teacher. 3. Practice (5 minutes): The students will practice their new skills associated with the awareness
of the presence of the a_e letter pattern in words with the long a sound. In each partner group
This is evidence of providing
the partners will receive two different lists of a_e words. Turns will be taken acting out the
directions for activities such that the word that has been chosen. This acting out must remain silent, and the other partner who is
students were reminded of the
expectations for the silent charades
guessing must also remain silent by writing their guess on the whiteboard. The actor will
activity during which they would acknowledge if the written word is correct or incorrect, while also being supportive by
practice reading and writing words
with the a_e pattern.
ensuring that the a_e pattern is written. This activity allows the students to practice reading
and writing a_e words while applying their knowledge in an alternative manner.

4. Apply (3 minutes): The students will review their narratives that they have been working on.
This is evidence of providing
In this review they will identify a_e words found in their writing. If necessary, corrections
directions for activities such that the can be made based on the identification of any spelling mistakes. This will reinforce
students were reminded of the
expectations of reviewing their work
relevance of learning for the students such that they will be able to apply their knowledge in
to identify a_e that would establish reading and writing, while strengthening their revision skills. As these words are found, they
relevance for their learning.
will be tracked on the activity worksheet. Once complete, the a_e words will be shared with a
partner to receive support of learning and progress.

5. Assess (2 minutes): The teacher will read four words to the students with the a_e pattern.
They must make an effort to spell these words using their understandings of phonics that
This is evidence of providing
directions for activities such have developed during the lesson. In analyzing these spellings, the focus will be on the
that the students were reminded inclusion of the a_e pattern, regardless of whether or not the remaining phonemes in the
of the expectations of using their
learning in a formative
words are spelled correctly. Following analysis, determinations will be made as to how to
assessment. proceed to the next phonics lessons, if reteaching is necessary, and who may need more
intensive instruction through a strategy group or intervention.

6. Homework: The students will be given two homework options to choose from. One is the
discovery of a_e words within one’s environment, and then creating a sentence that combines
all of those words. The other option is intended to be entertaining in that is follows an
approach similar to Mad Libs that requires that the students fill in the blanks with a_e words
to create a funny story. The availability of options encourages student choice while
reinforcing the retention of the skills gained from this lesson regardless of the homework
piece that is selected.

VI. Materials and Equipment

• The students will bring whiteboards, dry erase markers, and erasers to the floor that will be
utilized for engagement purposes.
• Word cards with a_e words will be provided to each student that will be utilized to play the
silent charades game in the practice portion of the lesson.
• A pencil is necessary for the independent activity in the apply portion of the lesson.
• An activity worksheet will be used to structure the students’ work on tracking a_e words found
in their individual pieces of writing, as well as for assessment purposes to gather data about
their progress.
• Students will use their narratives that have been worked on previously in order to apply their
phonics learning in a manner that will help establish purpose for their learning.
• A slideshow will be used in a mini-lesson to review, teach, and practice phonics skills prior to
allowing the students to apply their new understandings independently.

VII. Assessments/Evaluations

• Mud-bugs-clear: Throughout the mini-lesson’s discussions, the students will be asked

to show with their thumbs how they feel about their understanding and retention of the
new content that must be used in the activity. This will be done at points deemed
appropriate and necessary by the teacher. Based on the student responses, the teacher
will rephrase the information and ask for questions that can be answered in order to
help the larger population of students.
• Activity worksheet: The students will complete a worksheet for apply and assess to
practice skills and exhibit development that has taken place throughout the unit. The
teacher will collect their work to analyze and track for data purposes that will impact
the revisit and review session during the following lesson. Conclusions may also result
in the implementation of interventions to guide individual students who require more
intensive instruction.
• Data Collection: The teacher will travel around the classroom as the students complete
the apply portion of the lesson. While this takes place, data will be gathered about the
progress of the students based on their observed work and lesson-based conferencing
that takes place. The data will help make judgments for the following day’s lesson.
• The teacher can use the information from the assessments to analyze who may need
additional explanations of the material, if the teaching method needs to be altered, and
how to conduct a review in the lessons over the following days to gradually expand
upon and advance the skills of the students.
• The assessments taking place within the lesson can be used to make swift
determinations about any alternative directions that must be taken to increase success,
which includes the additional of detail, restructuring the lesson, and using strategies for
additional guidance.
• Information gathered from the analyses of student work will provide a context for any
questions, confusions, or individual student challenges that should be addressed in
 future lessons. The teacher can use this information to structure review sessions for
skills and concepts.

VIII.Differentiation

• The students will be using stories written by themselves that represents differentiation given
that the literacy skills exhibited in the piece are at the level appropriate for the student’s
abilities, and also at their reading level.
• Based on analyses of previously collected data, all students should be able to access the content
and activities in this lesson. However, the teacher will place a focus on the ELLs and students
with IEPs to ensure that the necessary processes are taking place by providing extra scaffolding
that will help them better understand and retain the new content.
• The students identified to exhibit need will participate in intervention activities during morning
work within a strategy group that will allow them to review and continue to practice skills
before advancing to the next stage in phonics learning during the days lesson.
• Prompting and modeling will be utilized when appropriate to make expectations and content
explicit to all students, especially ELLs, students with IEPs, and others who exhibit academic
needs.
• As the teacher walks around the classroom while the students work on the assignment,
additional prompting and guidance will be utilized should any ELLs and students with special
needs exhibit the need in order to fully engage in the reading and activity.
• The teacher can offer alternative phrasing or methods for what they are being asked to do
and guide them through additional examples.
• The teacher will utilize any accommodations that could benefit the students with special
needs to maintain their activeness in the lesson.
• Beyond the teacher’s guidance, other students will be able to collaborate with ELLs and
students with special needs that can allow for information to be presented in a different manner
that the child can better understand.

IX. Technology

A slideshow will be used to expose students to the information and skills necessary to participate
in the engagement activity. This technology usage is intended to enhance the literacy
development of the students.

X. Self-Assessment

This was the first phonics lesson implemented for my study of student achievement, as
well as the first lesson following the design discussed by Wendy Jolliffe, David Waugh,
and Angela Carss in Teaching Systematic Synthetic Phonics. It was a goal of mine to
involve the students in a variety of activities while at the rug for the lesson to maintain
engagement. I also wanted to strive to minimize the teaching time to allow the students to
practice and apply their skills for a sufficient amount of time. I believe it was an overall
This is evidence of setting the
success. The accuracy of the work of the students during hear it, say it, read it, and write,
expectations for learning such that as well as during the practice, apply, and assess activities was evidence of my knowledge
it was made clear that the students
were to become more proficient in the
of the content that I could express to them, utilization of a variety of teaching strategies,
use of the long a, a_e letter pattern by and clarity of my instruction. It was amazing to see the students manage to maintain
the end of the lesson.
active engagement in the lesson for the 10-minute period, while carrying that focus into
This is evidence of setting the the following tasks that they were involved in. The purpose of the learning in this lesson
expectations for learning such that was clear to the students given the fact that they were able to articulate the relevance
it was made clear that the students
were to be able to use their learning without the need for prompting. It was during the teaching that a teachable moment arose
in listening, speaking, reading, and associated with the presence of familiar digraphs and blends in the words that were being
writing activities.
used. Based on my recall of this need of review for some students, I seized the
This is evidence of explaining
content such that the students were opportunity to discuss with the students the letters that correlated to the respective
educated on the use of the use of sounds, and how they were to be included in the a_e words that were being studied. This
digraphs and blends in words with the
a_e pattern. was also a great opportunity to see that students connecting their prior knowledge to new
learning. Furthermore, I was able to appropriately assess their understandings throughout
the lesson, but no need for reteaching or clarifying was presented. In scoring their final
assessments, or spelling quizzes, I chose to score based on the accurate presence of the
a_e letter pattern since it was the lesson’s focus, rather than focusing on the correct
spelling of the whole word. This choice was also made based on the fact that the system
used to collect the baseline data considered each student’s ability to identify defined parts
of words, the accuracy of the whole word, and the collective score. Some students were
not present during the lesson, and a few were unable to complete the assessment due to
leaving for small-group music lessons, so I created a list of five students who would
benefit from small-group instruction to ensure that their skills were strong in the are of
the a_e letter pattern for the long a sound. I will implement this intervention during the
morning work period the following day, and that day’s lesson will continue to involve the
review of these skills, while extending their learning to a new letter pattern for the long a
sound.