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1. State Standard(s): RFK3 Know and apply grade-level phonics and word
analysis skills in decoding words. RFK3b Associate the long and short
sounds with common spellings (graphemes) for the five major vowels.
2. Teaching Model(s): Small homogenous group direct instruction.
3. Objective(s): SWBAT identify and sort long o and short o sounds. SWBAT
recognize and decode words with an oa pattern for the long o vowel.
SWBAT create real or nonsense words with the oa pattern.
4. Materials and Technology Resources:
1) Long vowel when two vowels go walking rule chart
2) Long vowel oa and Short o sorting mats
3) Long vowel oa picture cards and word cards
4) cup of magnetic letters g, r, s, d, t, f, b, p, l (enough for 4
students)
5) student whiteboard with oa written on it (enough for 4 students)
6) My list of oa words Handout & pencil (enough for 4 students)
7) [extension] iPads with SeeSaw app focused on read and highlight
handout
5. Instructional Procedures:
a. Motivation/Engagement:
1) TW have students do a rally robin with their shoulder partner
(kagan strategy) on long o words for one minute. [ie. partner A
says boat, partner B says poke, partner A says goat, etc.]
2) TW explain the objective for todays word work lesson.
b. Development Activities or Learning Experiences:
1) TW introduce long o (with oa spelling) and short o picture
cards. Using round table (kagan strategy), SW sort picture cards
onto accurate vowel mats. Teacher and students will review sort
(fix if needed) and turn to their shoulder partner to provide
feedback [ie. You did a good job sorting!]
2) TW introduce the long vowel when two vowels go walking
rules chart and explain the rule. TW introduce long oa word
cards and model how to decode a word and match it to a picture
card. SW choral read (decode) word cards and match to a picture
card.
3) TW provide students with a whiteboard, cup of magnetic
letters, and handout/pencil. TW explain/model how to use
magnetic letters to form real or nonsense words with the oa
spelling and record it on the handout. SW work independently to
create words for 7 minutes. TW assist if necessary.
c. Closure:
1) TW signal students to stop. TW have students do a timed pair
share with their shoulder partner (kagan strategy) to share the
words they created. SW give feedback to their partner [ie. I like
how you used a sl blend in your word.]
d. Extension:
1) TW have students who finish early highlight the oa chunk
and read the words provided from handout on SeeSaw app.
Jump, D., & Wills, D. (2014). Guiding readers: No prep january ELA. Retrieved
https://www.teacherspayteachers.com/Product/Guiding-Readers-
January-No-Prep-ELA-unit-for-K-1-1620201