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EDT 442: Literacy Lesson Plan Template fall 2017 for Connected Lessons

Teacher Candidate: Olivia Pannek, Emily Rivard, and Courtney Young


Date: 11/13/2017

Activity Title & Source, Long and Short Vowel Sorting Mats
& Description of
activity: This activity has students sort words into categories which are labeled with clear headings. Students will sort
words on to two mats, one representing long vowels, and one representing short vowels. The teacher first
defines the categories and isolates the vowel sounds. The students should be looking for and then modeling
sorting a few words this way. Then, the student completes the rest of the sort on their own.

Common Core ELA CCSS.ELA-LITERACY.RF.1.2.A


Standards: Identify Distinguish long from short vowel sounds in spoken single-syllable words.
strand, grade, number
(e.g. RL4.3) & include
entire standard.
Student Learning The student will be able to demonstrate an understanding of long and short vowel sounds by completing a
Objective: ABCD (in 1 vowel sorting activity, getting at least 7 out of 9 correctly sorted.
sentence)

Audience: Who (the


student)
Behavior: What
(standard)
Condition: How
(strategy/text)
Degree: Measurable &
documentable outcome

Adapted from www.stmartin.edu 8/17


Assessment Strategies: If student is able to sort 4/6 of words correctly and add 3 new words to categories correctly (7/9), they meet the
How you will document learning objective.
the student's ability to
meet the objective. Differentiation:
(Degree) List quizzes,
rubrics, handouts, or any + Student is able to sort 4/6 words correctly and add 3 new words correctly (independently)
additional documentation Student is able to sort 4/6 words and add 3 new words (with assistance or independently, but with a few
related to your errors.
assessment.

Instructional Materials,
Equipment & Short vowel mat
Technology: List all of Long vowel mat
the texts, materials & Pictures of objects with either a long or short vowel sound
technology you & Scissors
students will use during Tape or glue
the lesson, including Completed mat to show the students as an example
titles & sources.
Also indicate the level of
technology integration
using the SAMR Model.
Key Vocabulary: List - Vowel
the vocabulary from the - Long Vowel
text/strategy that you will - Short Vowel
discuss. - Sorting
- Apple
Highlight words in - Ate
procedures.
Learning Activities: Give detailed, step-by-step, scripted instructions on how you will implement the instructional plan in the procedures
below. Describe exactly what you & the students will do during the lesson & how you will scaffold their learning. P
lease use a numbered
or bulleted list.

In planning your lesson, think about:

Adapted from www.stmartin.edu 8/17



The complete step-by-step directions & scaffolding you will provide
What kinds of questions you plan to ask
Opening: (WHAT WILL T: Each of you should have two mats in front of you.
WE LEARN TODAY?) T: Today we are going to be sorting words onto these mats. The first mat will be long A sounds. Can anyone
Elicit students prior give me an example of a long A sound?
knowledge about concept
& strategy in multiple S: gives example.
ways (not just questions). T: Yes so long A sounds like aye. Cake is an example of a long a sound, so is table.
T: The second mat will be our short a sounds. Now what is an example of a short a sound?
S: gives example.
T: Yes so some short a sounds are words like cab and nat.
T: Now I want you to reach into the center of your table and grab one plastic bag. Take all of the pictures out of
your baggie.
S: Take out pictures
T: Now we are going to work on some together.
T: Since we have been working on long and short vowels, I want you to practice hearing words that have either
long a vowel sounds, or short a vowel sounds.

Teacher Modeling (I T: Acknowledge the vowel sorts that are placed on the table
DO): This should
describe how you alone T: As I read each word, see if you can find and point to it on your sheet. (long and short vowel sounding As)
will demonstrate the
entire strategy to the T: Now, I want you to watch as I sort the words based on the letter A sound
students, including
examples (no S: observe
participation from
students)
T: Now watch me as I show you how to sort the words. Here are the key cards. They tell us the way we are
going to sort the words. (Put cards long A and short A at the top of the sheet)

T: Pick up cake, begin to sound out the word

Adapted from www.stmartin.edu 8/17


T: Okay, so this says vowel. A vowel is either the letter a, e,i, o ,u and sometimes y. Have you ever seen
one? I see one in the word cat which makes a short vowel sound: The a in cat does not say its name, which
makes it a short vowel sound!

T: Because this has a long vowel sound, I am going to put it under this Long A label.

ound it out
T: Im ready for the next one. (pick up mat) S

T: So this one says mat! In this word, I hear ah which is s short vowel sound! Because I hear a
h I can put it
over here in this category (under short vowel-).

Guided Practice (WE T: Now, lets try a few together. (Take out the word apple)
DO!): During this part
of the lesson, you and the T: Now place your 2 category sorting cards Long A and Short A on your desk and put apple in the correct
students practice category. (Check to see if S place it correctly)
together. You will assist
the students, takes turns
T: (Sound out word.) Okay! This one says apple! What vowel sound is in apple? (S responds)
& participate along with
the class. Included
anticipated examples. T: Think in your head. What vowel sound do you hear in apple? (S responds) Lets say it together. (S
responds)

T: (Correct S if needed) Youre right it goes in the short a vowel sound category! Lets try one more.

T: (Pick up ate) What does this word say? (S responds)

T: (Correct S if needed) Great, now tell me about the vowel sound you hear in this word. (S responds) Based
on what you know, what category should this word go in? (S place truck in long vowel- category) (Check to
see if S place it correctly)

T: Now it is your turn to to sort the rest of the words according to the categories of long vowel and short
vowel blends on your own. Lets do a quick check before you get started. Pick up that. Put your hand on
your head if you think this word goes in the long vowel column. Put your finger on your nose if you think this
word goes in the short vowel column. (Continue if S are ready, do additional word or two if S are still

Adapted from www.stmartin.edu 8/17


confused)

Independent Practice T: I will now set the timer for 5 minutes so you can sort your words. Make sure to read the words aloud so I
(YOU DO!): Release the can tell what youre thinking! After you finish sorting all the words on the mat, glue them down in your
students to demonstrate notebook.
their ability to complete
the activity alone. T: Lets review the directions: Read, Sort on the mat, Glue
Include complete T: What are you going to do? (S respond: Read, Sort on the mat, Glue)
directions that explain
T: Begin working!
what students must do to
complete the activity.
T: Circulate to determine if Ss need assistance. If they make a mistake while sorting, help them self correct by
pointing at the word and asking Why did you put this word here? or Try this one again!
Closure (WHAT DID I T: Lets see if you can put your new learning to the test! Add 3 words that have either a long a or a short a
LEARN & HOW WILL sound to your sort!
I USE IT?): How will S: write new words and add them to sort
you check for students
understanding? How will
you connect to future T: When you are reading and writing today, lets try to sound out words with long a and short a vowel sounds!
learning? Extend the
lesson, provide
opportunities for students
to use skills learned in
future.

Adapted from www.stmartin.edu 8/17


Directions: Please cut up these words and scatter them across your desk.

Long A

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Short A

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Adapted from www.stmartin.edu 8/17

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