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Lesson Name: Phonics: -ew and -ue Grade Level: Kinder

Common Core Content Standards:

CCSS.ELA-LITERACY.RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.

Learning Objectives:
Content Objective-
Students will be describe the differences and similarities between -ew and -ue.

Language Objectives-
Students will be able to read words ending with -ew and -ue with the long u sound.

Students will be able to identify words ending with -ew and -ue as words with a long u
sound.

English Language Development (ELD) Standards and Proficiency Levels-

Emerging:

Exchanging information and ideas Contribute to conversations and express


ideas by asking and answering yes-no and wh- questions and responding using
gestures, words, and simple phrases.

Listening actively Demonstrate active listening to readalouds and oral presentations


by asking and answering yes-no and wh- questions with oral sentence frames and
substantial prompting and support.

Academic Language Requirements:


Function Inform
Specialized Vocabulary and/or Tier 2 Long u,
Words
Language Frames/Supports (and linking Visuals for the following words: blue,
words) clue, glue
Discourse: I spoke to ____ and we think it is ____.
____ makes the sound ____.

Formative Assessments:
As students complete the worksheet, they will turn in their papers. I will ask students to
read the words they traced and wrote: Blue, clue, glue, Flew, stew, blew
Depending on how many students are still struggling, I may do a follow-up lesson or a
small group.
Assessment addresses objective in that I will be able to see if students continue to
struggle reading words ending with -ew. It will inform me if students know what sound
-ew makes.
Procedure-Instructional Strategies and Learning Tasks to Support Student
Learning:
ANTICIPATORY SET:
Students will talk with a partner about what it means for a word to have a long u sound.
Students will review what sound “-ew” makes.

I DO:
I will be giving students clues about words ending with -ue. I will talk about
similarities and difference as a think aloud.

YOU DO TOGETHER:
I have visuals of words that end with -ew, I will be giving students clues as to what the
word may be.
Students will talk with a partner as they attempt to guess what word has the -ew sound.

Emerging:
Sentence frames: I spoke to ____ and we think it is_____.
Visuals: picture of a blue crayon, glue, and detective with a magnifying glass looking
for a clue.
WE ALL DO:
Students will look at the letters -ew and they will tell me what sound it makes.
Ask a student to hold the paper with the -ew printed.

Students will look at the letters bl- and they will tell me what sound it makes.
Ask a different student to hold the paper with the bl- printed.

Student holding bl- will sound out loud the letters and the other student will follow
with sounding out -ew. As a class we will all say “blew”

Student holding bl- will sit down. Introduce Fl, have students talk to each other and say
what sound it makes. I will ask another student to stand and hold the next two letter, Fl.
Repeat process of sounding out the blends. As a class read, “flew”

Repeat the same process but with the -ue ending. I will do this for the following words:
blue, clue, and glue.

YOU DO ALONE:
Students will complete a worksheet on their on their own. Blue, clue, glue, Flew, stew,
blew. Words that have all been reviewed in class.
CLOSURE:
Ask what students learned about the -ue and -ew sound.

Resources and Materials:


Graphic organizer with pictures of words ending with -ew and -ue
Printed letters: fl, bl, gl, cl, ue, and ew.
Construction paper: blue (for -ew), red (for other blends), and purple (for -ue)
Printed pictures of a blue crayon, glue, and magnifying glass to represent clue.
Worksheet: trace and write: Blue, clue, glue, Flew, stew, blew