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Long a Vowel Pattern Lesson:

Tic Tac Toe


Created by: Erin Smith

Description of Learner(s):
Include reading levels,
assessment data, any
differentiations; add new data to
each lesson plan.

Instructional Reading Level:


Primer, according to Bader assessments
AR Level 2.3/Guided Reading Level H according to teacher
Multidimensional Fluency Scale Assessment with level 1.5 book: 11/16. Since he
received a score higher than 8/16, he is making good progress with fluency.
Running Record
Narrative: Grade level 1.9
Informational: Grade level 1.9, although his comprehension was not as strong as the
narrative running record, so I would probably place him at level 1.5-1.7 for informational
text instructional level. Re-assessment with a level 1.5 text would be beneficial, if time
allows.
Spelling Stage:
Late Letter-Name Alphabetic according to the initial DSA. After re-assessing last week,
he is now in the Early Within Word Pattern stage, needing particular support with long
vowel patterns that he is using but confusing.

Strategy Title, Source of


Strategy (citation) & Brief
General Description of
Strategy: 2-3 sentences.

Vowel Spin adapted from pg. 229 of Words Their Way by Bear, Invernizzi, Templeton,
and Johnston. The student throws a die and finds a word on their tic tac toe board that
follows the rule that is on the die, such as long a. They mark off the word and then the
next player goes, marking off a word with another color. Once someone gets 3 in a row,
they win, and the game starts over.

CCSS Standard: Identify


strand, grade, number (e.g.,
RL1.3) & include entire standard
& any applicable subcategory.

RF.1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).


RF.1.2.A: Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2.B: Orally produce single-syllable words by blending sounds (phonemes),
including consonant blends.
RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.C: Know final -e and common vowel team conventions for representing long
vowel sounds.

Student Learning Objective for


Literacy Strategy (central
focus): ABCD

Audience:
Who (the student)

Behavior:
What (the standard))

Condition:
How (strategy & text titles)

Degree:
Measurable outcome
(assessment)
(Should be 1 sentence with all 4
elements.)

The student will demonstrate his understanding of spoken words, syllables, and sounds
and know and apply grade-level phonics and word analysis skills in decoding words by
playing an adapted Vowel Spin using the app, InkFlow Visual Notebook and
successfully identifying words that match the rule on the die with less than 3 errors.

Key Vocabulary: List


vocabulary from the text &/or
activity that is at the students
instructional & frustration level
(at least 4 words).

-categorize
-flash
-croak
-sap
-shack

List of Instructional Materials,


Equipment & Technology: List
all of the texts, materials &
technology the teacher & students
will use during the lesson,

-Tic Tac Toe board pieces with words/pictures on them (self-created labels; spots from
Math Marks The Spot game)
-Jumbo 6-sided die with self-created labels (Die from Math Marks The Spot game.
Self-created labels include: CVCe Word, Long a, Long o, Short a, Short o, You
Choose)

including titles, reading levels &


sources. (Cite creator of
materials. Where appropriate, use
"Lesson plan or activity adapted
from _____).

-iPad
-iPad app Terrific Tic Tac Toe Free from EnsenaSoft
-iPad app InkFlow Visual Notebook from Qrayon, LLC
-Scratch paper to record students progress/errors

Independent Reading (at every


session): Text must be at the
students independent reading
level OR at his/her instructional
or frustration level if you are
reading it aloud.

Text(s) Title, Author & Reading Level(s):

Opening: Elicit students prior


knowledge about concept &
strategy in multimodal ways (not
just questions--& no yes/no
questions).

T: Hey, (students name)! Today were going to be playing a jumbo version of tic tac toe!
Can you explain how you play tic tac toe? [Student responds]
T: Great, Im glad you know how to play! Lets think about the title of the game, Tic Tac
Toe. What vowel sounds do you hear in each of those words? [Student responds]
T: Right! Theres a short i in Tic, a short a in Tac, and a long o in Toe!
[Teacher opens up app on iPad]
T: Were going to start today playing Tic Tac Toe on the iPad. We can choose easy,
medium, or hard. Which level do you want to play? [Student responds]
T: Good choice! Lets get started, you can go first!
[Student and teacher take turns playing Tic Tac Toe for one or two rounds, depending on
time]

Teacher Modeling: Describe


how you alone will demonstrate
the entire strategy to the student,
including complete description of
strategy & examples (no
participation from student).

T: Now that we warmed up with Tic Tac Toe, were going to play a jumbo version on the
floor! I have a jumbo die with 6 sides on it. Each side has a different rule, like Long a,
CVCe Word, or You Choose. Were going to take turns rolling the die, and finding a
word on the Tic Tac Toe board that matches the rule. When I find a word that matches, I
am going to place a purple spot on the word. When you play, you will put the green spot
on the word. Whoever gets 3 in a row first wins!
T: Im going to start by rolling the die [Teacher throws die on floor. For the purpose of
the plan, I will continue as if it landed on Long a. When executing the lesson, I will
continue the modeling with whatever rule it actually lands on]
T: It landed on Long a. Im going to think about what long a sounds like. Long a
says its name, so I am going to look for a word where I can hear a when I say it. Oh! I
found train. Im going to put my purple spot on top of the word train.
[Teacher opens up iPad app, InkFlow Visual Notebook]
T: Now Im going to go to the iPad and write the word that I landed on. [Teacher types
train on iPad]
T: Each time we put our spot on the board, we will write our word on the iPad. After we
finish a game, we will sort our words into categories and see which categories had the
most words!

Guided Practice: During this


part of the lesson, describe how
you and the students practice
together, including examples. You
will assist the student, take turns
& participate in the strategy.

T: Now its your turn! Roll the die. [Student rolls die]
T: What did it land on? [Student responds]
T: Right! You landed on ____. What does that rule sound like? [Student answers, making
a long o sound, etc., depending on what he landed on]
T: Lets look at the board. What word follows that rule? Say the word out loud to make
sure. [Student finds word]
T: Great! Now place your green spot on that word! Next time you go, you should see if
you can block me or go right next to the spot you just put down so that youre closer to
winning! Go ahead and write your word anywhere on the iPad. [Student writes the word
he landed on on the iPad]
T: Now its my turn again. [Teacher throws die]
T: It landed on ____, and I see the word _____ on the board that matches this rule! Im
going to place my purple spot here. Now Im going to write my word on the iPad.
[Teacher writes word on iPad app InkFlow Visual Notebook]

Independent Practice: Release

T: Now its your turn again! Make sure you read the rule, and look on the board for a

Dino-Soccer by Lisa Wheeler and Barry Gott, Grade Level: 1.5


_X_You read aloud _X_Student reads aloud

the student to demonstrate his/her


ability to complete the activity
alone. Include complete
directions that explain what
student must do to complete the
activity & meet the objective.

word that matches. If there isnt a word that matches, you skip your turn and its my turn.
Once one of us gets 3 of our spots in a row, that person wins! Then you will go to the
iPad again and sort all the words that we covered in that round by holding your finger on
the word and dragging it around. Sort them into any categories that make sense to you,
and explain why you categorized them that way!
[Teacher and student continue playing the game until someone wins, then the student
sorts words on the iPad by tapping on a word and dragging it anywhere on the app, then
explains his reasoning for the categories]
T: Great job! Now well switch out the gameboard by flipping the cards over or using the
extra cards. We can make the board bigger too, if you want, by making it 4 x 4 instead of
3 x 3.
[Student helps teacher set up new game board. Play continues until time is up (at least 2
rounds). After each round, any new words are added to the categories already on the app,
or new categories are added as needed]

Closure/Assessment: Describe
how the student will demonstrate
his/her ability to meet the
objective, including how you will
measure & document this ability.

As the student plays the game, he will be recording the words that he covers up on the
iPad, as the teacher records the word that she covers up. Once a game is over, the student
organizes his words into categories. If the student correctly identified words on the board
that matched the rule on the die and organized the words on the iPad with less than 3
errors total, then he mastered the objective.