EDRL442 Fall2013 DianaGLOVER Assignment 3 Long Vowel A Day 1

Assignment #3: Collaborative Planning
Submitted By: Diana Glover
EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2013 Instructor: Karen Powell
Lesson Title: //a-e, long vowel sound of a Trophies Teacher Edition: Time Together- Theme 5 (1-4) Lesson 2. Trophies Story: Me on the Map
Submitted By: Diana Glover T.Ed Pages: 36I-36J CCSS: RF.1.2a
A. Summary of the Lesson Plan: This lesson will introduce students to the long vowel sound of a. This lesson is an activity for the Trophies story Me on the Map, and should take around 45-55 minutes to complete. B. Student Population:
Grade Level: First grade Skill Level: On-level, introducing. Groupings: Whole group (direct instruction, modeling, and closure), independent
(practice and assessment). C. Materials: Trophies T Ed 1-4 (Time Together)- pages 36I-36J- Me on the Map
Pre-written letter A & a cards White Board(s), marker(s), and erasers(s) Pocket chart, and pre-written letter cards Pencils, markers, crayons Student journal Worksheet 1- 40 copies Worksheet 2- 40 copies
D. Objectives: Common Core State Standard RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words Learning Targets Knowledge Targets: Students must recognize long vowel sounds. Reasoning Targets: Students must isolate the vowel sound in a word. Vocabulary different long short recognize vowel
Student-Friendly Learning Targets Student Knowledge Targets: I know vowels have different sounds. I can recognize short vowel sounds. I can recognize long vowel sounds. Student Reasoning Targets: I can identify the vowel sound in a word. Student-Friendly Vocabulary I know a long vowel is a vowel sound that says its name.
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EDRL 442 - Fall 2013
I know a vowel team is two vowels used together to make the long vowel sound, such as the a-e vowel team in the word make.
E. Procedure: 1. As a class, we will review //e, ee. I will write the following words on the white board and have students read them aloud: me, mean, bean, be, beet, feet. (Pg.8k, spelling words from previous lesson.) a.) I will then ask for volunteers to speak some other //e, ee words, with possible guidance. I will write these words on the white board and then ask some students to come up and underline the letter pairs that stand for the long e sound. 2. I will then inform students that they will be learning a new letter sound combination that stands for the long a sound. //a-e. Pg.36I. a) I will introduce //a-e by displaying an alphabet card A & a and say the letter name. I will tell the students that the letter a can stand for the sound //, and the long vowel sound of a in words such as: ate, ape, and Abe. b) I will hold up the letter card a and say //. I will then instruct students that the sound // appears in the words: cane, make, and fade. I will have students repeat the sound several times as I touch the letter card. 3. After introducing students //a-e, we will move into word blending. Pg.36I. a. I will tell students that we will build and blend the sounds to read the word can. As I demonstrate each step using the pocket chart and pre-written letter cards I will have students repeat after me using their white boards and markers. b. We will add e to can to form cane, and I will explain that the final e is silent; and it is a clue that the a stands for the long a sound of //. c. We will blend sounds to read cane. I will then remove and replace the e several times as students read can and cane. d. Then we will build and read make & fade in the same fashion. 4. After word blending, I will instruct students that we are going to do word building. Pg.36J. a. I will place the letter a in a pocket chart and have students mimic the same on their white boards. I/we will repeat for the letters c, m, and e. b. I will model how to blend the word came by sliding my hand/finger under the letter as I slowly elongate the sounds-/kkmm/. I will then read the word naturallycame, and have students do the same. c. I will have students build and read new words by telling them: A) change the c to g. what word did you make? game. B) change the m to t. what word did you make? gate. C) change the g to l. what word did you make? late. D) change the t to k. what word did you make? lake. E) change the l to t. what word did you make? take.
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d. Students and I will then dictate the words game and take. Students will draw or write about each word in their journal. 5. Worksheets: Students will start and hopefully complete two worksheets on the long vowel //a-e (see attached). If students do not finish during this time, they may have an opportunity to complete them later, or at home. F. Closure: I will go over the long a (//a-e) sound words (came, game, gate, lake, late, take) again and ask students to give me an example using each word. Ex: John I went through the gate. Gate. Jan I came home from school. Came. G. Assessment: Assessment Tool Through participating in word blending, word building, and the worksheets, students will show understanding of the long a (//a-e) sound. There will be no assessment rubric for these activities and assignments. Through the worksheets, and participation I will know which students are grasping the concept of the long vowel sound of a (//ae). What Is Being Assessed? By students participating in class activities and completing the worksheets, I will be able to see if they understand the concept/content of the introductory lesson on the long a (//a-e) sound. H. Reflection& Thoughts: Which part of the lesson do you think will be the easiest to teach? I think word building will be the easiest because we are only changing one or two letters to make a new word, and it is easy to follow. EX: game to gate, came to late. Which part of the lesson do you think will be the most challenging to teach? I think teaching the students the difference between short a and long a will be the most challenging, because they are still trying to understand and grasp the concepts of long and short vowels. What lesson or concept should be taught prior to this lesson? Students should know the long e (//e, ee, and possibly ea.). How will you follow up or extend this lesson? I will extend this lesson by applying //a-e to phonic works and by continuing to teach word building with //a-e throughout the week. During independent reading time, I will ask students if they can find words that have the long a //a-e sound.
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What will you do for students who dont grasp the concepts? For student(s) who do not grasp the concepts I will: re-teach-T ED. Pg. 36I-36J. if student(s) still do not seem to grasp the concepts I will use other resources, such as other words, stories, and maybe try and possibly use an internet program that is interactive and speaks the long a //a-e sound. Which part of the lesson, if any, do you think might need to change? I dont think I would change the my lesson plan as it stands now but if there is a large group of students who are not understanding the concepts, I may have to adjust the plan accordingly. I may also need to add more fun and engaging activities so the students grasp the content at a better level of understanding so they can correctly apply it. When you were writing this lesson plan, what was the most difficult part? The most difficult part of this lesson plan for me, was still trying to break down the trophies book into teachable procedures of an understanding level of my own, to successfully teach the students the understanding of the long a //a-e sound using the trophies book. It was also somewhat difficult to use the trophies book to plan this lesson, but I think that is because I am still a little unfamiliar with it and do not know how to fully use and incorporate it into lessons to its full potential.
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Worksheet one:
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Worksheet two: Circle the correct word that matches the picture.
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EDRL442 Fall2013 DianaGLOVER Assignment 3 Long Vowel A Day 1

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Assignment #3: Collaborative Planning

Submitted By: Diana Glover

Submitted By: Diana Glover T.Ed Pages: 36I-36J CCSS: RF.1.2a