Professional Documents
Culture Documents
Content Standard Addressed: ELAGSE1RF2: Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single-syllable words.
Spring 2018_SJB
Beyond-the-Basic Productivity Tools (BBPT)
necessary. (The completed Popplet will be constantly displayed) The student must also be able to identify their
selected vowels and defend why it is short/long. This part of the lesson targets the content and technology
standard because the students are setting the goal of writing their own sentence and are using technology
(the Popplet) to achieve that goal. Students will have the option of writing their sentence in a graphic
organizer or free writing. As the students are doing their writing, I will be walking around collecting anecdotal
notes on the students’ progress. Feedback will be informally and throughout the lesson.
Reflective Practice: After designing this lesson, I most definitely feel that this would impact student learning.
By utilizing a video, I am making the information fun and memorable. The video includes a song that the
students could sing afterwards in order to help remember the information. Also, by having the students create
something (their own sentence) I am utilizing a level 6 on the Bloom’s Taxonomy Scale. The students will be
able to show their knowledge by writing a sentence of their own and reading their peers sentences. To further
extend the lesson, I would have a whole group read aloud with a book on long/short vowels. Also, we would
have extended practice with matching games and vowel recognition.
Spring 2018_SJB