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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.
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.
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: 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: (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
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.
Long A